
Oass 


LN^%3 


Rnnk 


.f\S 




i'iOf 



OFKIOIAI^ IXJNAXION. 



Education in Indiana 



AN OUTLINE OF THE GROWTH OF THE 
COMMON SCHOOL SYSTEM 



TOGETHER WITH 



Statements Relating to the Condition of Secondary and 

Higher Education in the State and a Brief History 

OF the Educational Exhibit 



IlJrcparcB for tbf {Louisiana ©urcbaac ©fposition, !)clti at Saint fiouiis 
I to /[5obcmbcr 30, 1904 



Iy^dI i-a-y^ a.i33eL-f. qI |oh lo 1 i' c. i T) sf r m c4i' - 



By F. a. cotton 

State Superintendent of Public Instruction 



INDIANAPOLIS 

Wm. B. Burford, Contractor for State Printing and Binding 

May I. 1904 






?. 



0, 



nOV 19 1904 
O.ofO, 



CONTENTS. 

INTRODUCTION. 

INDIANA'S EDUCATIONAL EXHIBIT 
AT THE LOUISIANA PUR- 
CHASE EXPOSITION. 



2— Education. 



CONTENTS. 



PAGES 

Introduction 9 

Indiana's Educational Exhibit at the Louisiana Purchase 

Exposition 15 

FIRST DIVISION: THE SCHOOL SYSTEM. 

I. STATE SUPERVISION ." 19-49 

A. State Superintendent of Public Instruction 19 

1. History 19 

2. Administration 30 

a. Election, Tenure, Deputies, Salaries 30 

b. Qualifications 30 

e. General Duties 31 

d. Visits 31 

e. Reports 31 

1. To the Governor 31 

2. To the General Assembly 31 

/. Course of Study 32 

g. Township Institute Outlines 33 

/). Arbor and Bird Day Programs 33 

i. Teachers' Minimum "Wage Law 34 

j. Schedules of Success Items 34 

k. State Licenses 38 

I. Reading Circle Board 38 

m. State Normal School Board of Trustees 39 

B. The State Board of Education 39 

1. History 39 

2. Administration 40 

a. Examinations 40 

b. Regulations Concerning Examinations and 

Licenses 40 

c. School Book Commissioners 45 

d. High School Commissions 45 

e. State Librarian 49 

/. State Normal Visiting Board 49 

II. COUNTY SUPERVISION 50-73 

A. Countt Superintendent 50 

1. History 50 

2. Administration 53 

a. Tenure, Eligibility, Salary 53 

b. Examinations 54 

c. School Visitation 68 

d. Circulars 68 

(1) 



> EDUCATION IN INDIANA. 

2. Administration — Continued. pages 

e. Reports . 71 

/. Township Institutes 71 

g. County Institutes 72 

h. General Duties 72 

B. County Board of Education 72 

1. History ,^j.^^,,.^, .^^.. 72 

2. Duties 73 

m. TOWNSHIP SUPERVISION 74-79 

A. Township Trustee 74 

1. History 74 

2. Administration 74 

a. Election, Tenure, Qualifications 74 

h. General Educational Duties 75 

c. Graded High Schools 75 

d. Centralization of Rural Schools 75 

e. Report to Advisory Board 76 

/. Report to County Superintendent 76 

g. Report of Enumeration to County Superin- 
tendent 76 

/(. Transfer of Pupils 77 

i. Poor Children Provided for. 77 

;. Parental Homes 77 

k. School Directors 77 

I. Annual Expenditures 78 

B. Advisory Board 79 

1. Duties 79 

IV. CITY AND TOWN SUPERVISION 80-84 

A. The Superintendent 80 

1. History 80 

2. Administration 80 

a. Tenure and Qualifications 80 

h. Duties 80 

B. City and Town School Boards 81 

1. History 81 

2. Administration 81 

a. Tenure and Qualifications .• 81 

/'. General Duties 81 

'•. Reports 82 

d. Kindergartens 82 

('. Manual Training 82 

f. Niglit Schools 83 



EDUCATION IN INDIANA. 3 

PAGES 

C. Statistics from Cities of 10,000 and Over Relating 

TO 84 

1. Manual Training 84 

2. Kindergartens 84 

3. Night Schools 84 

4. Departmental Work 84 

V. EDUCATION OF COLORED CHILDREN 85 

VI. THE TEACHER 86-116 

1. Tenure 86 

2. Contracts 86 

3. Reports 88 

4. Wages 90 

5. School Term 91 

6. Qualifications 92 

7. Tiie Common Scliool Teachers 92 

8. The Primary Teacher 94 

9. The High School Teacher 94 

10. General Duties 95 

11. Examination Questions 95 

a. For County and State Common School License 

and First Division Sixty Months' State Li- 
cense 95 

b. For Primary License 99 

c. For County and State High School and Sec- 

ond Division Sixty Months 101 

d. For Professional and First Division Life State 

License 104 

e. For Second Division Life State License 108 

/. For Life State License for graduates of higher 

institutions of learning only Ill 

12. Professional Training 114 

a. Indiana University 114 

b. State Normal School 115 

c. City Training Schools 115 

d. Colleges and LTniversities 115 

e. Independent Normal Schools 115 

/. Tlie County Institutes 116 

g. The Township Institutes 116 

/(. Teachers' Reading Circles 116 

/. Teachers' Associations 116 



4 EDUCATION IN INDIANA. 

PAGES 

Vn. COMPULSORY EDUCATION 117-125 

A. The Law 117 

o. Children between ages of 7 and l-l must at- 
tend school 117 

h. County Truant officer — Duties 117 

c. City and Town Truant Officer — Duties 117 

d. Salary of Truant Officer 118 

e. School Official and Teachers must make re- 

ports 118 

/'. Poor Children Assisted 118 

g. Parental Home for Incorrigibles 119 

/(. Confirmed Truants — Disposition of 119 

/. Tax for Executing Compulsory Law 119 

/. Enumeration of Children 119 

k. Names of Children furnislied to Truant Of- 
ficer 119 

B. Statistics on Truancy 120 

C. Influence and Cost of Compulsory Law 121 

D. The Child Labor Law 122 

E. Illiteracy in Indiana 123 

Vm. TEACHERS' AND YOUNG PEOPLE'S READING 

CIRCLES 126-132 

1. Teachers' Reading Circle 12fi 

2. Young People's Reading Circle. 129 

IX. ASSOCIATIONS AND INSTITUTES 133-161 

A. Associations 133 

1. State Teachers' Association 133 

o. Historical Sketch 133 

2. Southern Indiana Teachers' Association 141 

(t. Historical Sketch 141 

h. Program 141 

3. Northern Indiana Teachers' Association 144 

a. Historical Sketch 144 

h. Program 144 

4. City and Town Superintendents' Association 148 

a. Historical Sketch 148 

6. County Superintendents' State Association 154 

a. Historical Sketcli ... 154 

h. Program 154 

6 County Associations 155 



EDUCATION IN INDIANA. 5 

PAGES 

B. Institutes 156 

1 . County Institutes 156 

a. Statement 156 

h. The Law 157 

c. Statistical Summary 158 

2. Township Institutes 161 

a. Statistics 161 

h. The Law 161 

X. SCHOOL JOURNALS 162-165 

A. Indiana School Journal 162 

B. The Teacher's Journal and other Educational 

Papers 163 

XI. INDIANA UNION OF LITERARY CLUBS 166-173 

XIL SCHOOL FUNDS 174-177 

A. CoiNiMON School Fund 174 

] . History 174 

B. Congressional Township Fund 175 

1. History 175 

C. Table Showing Increase in Funds from 1853 to 1903 . . . 177 

XIII. SCHOOL REVENUES 178-180 

A. Tuition Revenues 178 

1. From State 178 

a. From State Taxation 178 

h. From Interest on Common School Fund 178 

2. From Local Sources 178 

a. From Local Taxation (township, town and 

city) 178 

h. From Dog Tax 179 

c. From Liquor License Tax 179 

d. From Interest on Congressional Fund 179 

B. Special School Revenue 180 

1. From Local Sources . . 180 

a. From Local Taxation 180 

XIV. COMPARATIVE TABLES ON FUNDS AND REVENUES. .181-190 



EDUCATION IN INDIANA. 
SECOND DIVISION: SECONDARY EDUCATION. 

PAGES 

I. HIGH SCHOOLS 193-498 

A. Commissioned High Schools 193 

1 . General Statement 193 

a. High School Statistics 194 

2. Course of Study for Commissioned High Schools . . . 195 

(I. Introduction 196 

h. Outline Course 196 

r. Detailed Course 196 

d. List of Books — Supplementary 211 

8. List of Commissioned Higli Schools 215 

4. The Professional Training of High School Teach- 

ers 219 

5. Statistics and Illustrations of Commissioned High 

Schools 232 

B. Township High Schools 471 

1. Statement Concerning 471 

2. The Law 471 

3. History 472 

C. Academies 477 

1. Friends' Academies 477 

a. Spiceland 477 

b. Bloomingdale 478 

r. Central 479 

(I. Fairmount 479 

e. Westfield 482 

/. Amboy 482 

2. Military Academies 483 

a. Culver 483 

h. Howe 484 

3. Girls' Academies 486 

It. Girls' Classical Scliool 486 

h. Knickerbocker School 487 

r. Tudor Hall 487 

4. Catholic Academies 488 

a. St. Mary's of the Woods 488 

b. St. Augustine's 489 

<■. Convent and Academy of tlie Sisters of the 

Third Regular Order of St. Francis 489 

d. St. Joseph's, Evansville 490 

e. St. Rose's 490 



EDUCATION IN INDIANA. T 

Catholic Academies— Continued. pac4ES 

/. St. Meinrad College 491 

g. St. John's 491 

h. St. Mary's, Indianapolis 492 

t. St. Charles 493 

j. Sacred Heart 493 

k. St. Micliael's 493 

l. St. Mary's Academy, Notre Dame 493 

?n. Academy of Immaculate Conception 494 

n. Jasper College 494 

0. St. Joseph College 496 



■THIRD DIVISION: HIGHER EDUCATION. 

I. UNIVERSITIES, COLLEGES AND NORMAL SCHOOLS. .501-604 

A. State Institutions ^*^*^ 

1. Statement ^''^} 

a. Indiana University 503 

h. Purdue University ^^^^ 

c. The Indiana State Normal School o'S 

B. Denominational Institutions 520 

1. Statement 520 

a. DePauw University 520 

h. Notre Dame University 535 

c. Butler University 543 

d. Taylor University 545 

e. Hanover College 546 

/'. Wabash College 548 

<l. Earlham College 551 

/;,. Franklin College 554 

/. Moore's Hill College 555 

/. Concordia College 560 

k. Union Christian College. .., 561 

/. North Manchester College 563 

C. Private Institutions 

a. Vincennes University 564 

/;. Oakland City College 569 

c. Valparaiso College 571 

d. The Central Normal College 575 

c. Tri-State Normal College 578 

f. Marion Normal College 578 

g. Rochester Normal LTnivcrsity 580 

/(. Goshen College 581 

/. Indiana Kindergarten and Primary Normal 

Training School 582 



EDUCATION IN INDIANA. 

PAGES 

D. Special State Institutions 584 

1 . Statement 584 

(I. Indiciua State School for the Deaf 584 

b. ludiana State School for the Blind 592 

c. Indiana State School for Feeble-Minded 

Youth 594 

(1. Indiana State School for Soldiers' and Sail- 
ors' Orphans 596 

e. Indiana Boys' Scliool 598 

/'. Indiana Industrial School for Girls 000 

(J. Indiana Reformatory fiOl 



INTRODUCTION. 



SIGNIFICANT LEGISLATION. 

It was ill May, 1785, that Congress passed an act providing for 
a survey of tlie Xortliwest Territory which should divide it into 
townships six miles square, each township to be further subdivided 
into thirty-six sections each one mile square and containing six 
hundred and forty acres. This act also provided that Section IG 
in every township should be reserved for the maintenance of public 
schools. Here we have the origin of what have come to be consid- 
ered tlie two most significant factors in the development of Indi- 
ana's .school system — the township unit and the first source of 
revenue. The famous ordinance of 1787, to which we trace so 
largely the c rigin of our free institutions, set up for us a high ideal, 
which has dominated our work in education : "Religion, morality, 
and knowledge being necessary to good government and the happi- 
ness of mankind, schools and the means of education shall be for- 
ever encouraged." An act of 1804 authorized that a township of 
land be set apart near Vinceiines to be used in founding a college. 
In 1816 the act which made Indiana a state provided for a section 
in each township for the use of schools, and also that one entire 
township, in addition to the one heretofore reserved for that pur- 
pose, be reserved for the use of a seminary of learning. The con- 
stitution adopted in 1816 provided for township schools, county 
seminaries, and state university, ascending in regular gradation, 
with free tuition and equally open to all. In 1818 the general 
assembly of Indiana passed a law making it the duty of the gov- 
ernor to appoint for each county a seminary trustee, who was to 
accumulate and invest funds arising from exemption moneys and 
fines, as provided in the constitution, and looking to the establish- 
ment of a high-grade secondary school in each county that should 
receive pupils from the township schools and fit them for the uni- 
versity. In 1821 the general assembly appointed a committee of 
seven to report to the next general assembly a bill providing for a 

(9) 



10 EDUCATION IN INDIANA. 

general system of education ascending in regular gradation from 
township scliools to a state university. The work of this commit- 
tee resulted in the law of 18:^4, which made the system consist of 
the rural school, the county seminary, and the state seminary. Ko 
provisions whatever were made for town or city schools. Indeed, 
the schools during all these years, and for many years longer, de- 
jic'iidcd wholly upon the sentiment of the community. In ISo!^ a 
law made some attem|)t to elaborate the sy^.tem by providing for 
a county commissioner of education, three township trustees, and 
three trustees in each school district. 

SLOW DEVELOPMENT. 

Those acts tell the story of the progress of education in liidinua 
t(» the iiiidille of the nineteenth century. School systems are not 
made. by the pass-^ge nf laws — exce])t im pnjx'r. The Indiana 
.system was on paper. The ideals were gnod, but they e(juld nut be 
realized for more reascns than one. Tbe resources were meager, 
and in many cases mil |)r()pci'ly eared for. Tbe cduuty seminaries 
furnislied practically the only (i])portunity for education, and this 
opportunity was jxior ciidugli, with a few cxce])tions. The build- 
ings piMN'idcil wci'c ]>((ir, llic ('([ui])meuf was poor, and tlidse who 
attended bad tuition \n pay. The day of free schools for all was 
afar off, and illiteracy grew apace. The people were busy felling 
forests and draining swamps, and making for themselves homes. 
They exhausted their time and their energy in ])rovi(ling for their 
families the necessities of life, and in battling with malaria and 
other prevalent diseases. So they had no leisure for the contem- 
plation of educational problems, and the spiritual life had to wait. 
Then, it must be remembered that our forefathers came from 
such diverse sections that the population was made up of almost 
every shade of belief, and with manners and customs as varied as 
the regions whence they came. ISTew England, the Virginias, and 
the Carolinas contributed to the tide of emigration that settled our 
state, and the l^ational Road became a dividing line between two 
sections that were to develop a great commonwealth. With such a 
diversity of opinions u]-)on all subjects, it is not strange that educa- 
tional progress was slow. The people were slow to impose upon 
themselves so-called burdens of taxation for public education, and 
it took a long struggle to bring about a different notion. 



EDUCATION IN INDIANA. H 

THE NEW CONSTITUTION. 

Caleb Mills, who came to Indiana in the tUrties^as principal of 
the tol at CrawfordsviUe (which afterwards heca,ne Wahash 
ral ge), P>-oba% did more than any other man to hr>ng a change 
of opt on It was he who by his insistent n.essages msp.red the 
Lof 1849 and dictated practically the educat.onal sentiment o 
■ he new constitution. Of conrse, there had been many >"- "^ f 
ideals splendid teachers, who had come to the state at diffeient 
■mei and who with real missionary zeal had fnrthered the canse 
Scation. M. Kivet, a Frenchman who had fled to th-onn ry 
at the time of the French Revolntion-a ™W-educat d cnUnied 
.entleman-tanght school at Vincennes as early as 1793. ihen 
1 ch men as John I. Morrison and Barnabas C. Hobbs conduct^^i 
lis from which young n,en went to college, -d aftenvard^^ 
located in other towns in the state and opened schools of their own 
iTw's through snch men as these that the seminaries and private 
a I ::re maintained in the forties and fifties As many as 
seventy-three of these schools had been established before 18 0. 
A iTe from the efficient work which these schools did in particiilar 
4s they were of inestimable service in keeping the question of 
dcltion before the people. The people still believed that parents 
h uld decide what education their children should have, and 
should provide it for them. They had not yet -- - °. '^ ^'^^ 
that every child has a right to an education, and that it is to the 
blic's interest to promote it by taxation.. Secondary education 
V s thought to belong to private enterprises and religious organi- 
Tt ons. Seminaries similar to those established by the counties 
.vere founded by the churches, out of which grew many of the 
Lnominational colleges that are still ^-^f '"^ /""fX' 
work Among these may be mentioned Wabash and Hanover, 
Tr sbyterian;'DePauw and Moore's Hill, Methodist; Frankhn 
Baptist; Earlham, Friends; Butler, Christian; and Notre Dan^^^ 
CaLli . It was the fact that these provisions had been made for 
secondary and higher education, and that no systematic provision, 
had ben made for common schools, that led Caleb Mills to under^ 
take the work which he did. He and the men whom he associated 
with him succeeded in arousing the people to a sense of their re^ 
sponsibility. The first fruit of their labors came m the law of 



12 EDUCATION IN INDIANA. 

1849, the most significant provisions of which was the consolida- 
tion of schools in the districts. It is an interesting fact that before 
the middle of the nineteenth century Mills had seen the real solu- 
tion of the problem of education in a democracy, and had named 
consolidation as the key. Out of this thought came the idea of 
centers of learning in districts, townships, and towns, with combi- 
nations 230ssible in districts and townships, and finally with combi- 
nations possible between and among districts and townships. This 
made the township graded school possible, which in turn made 
possible and necessary the township high school. Mills, in his 
messages to the legislature in the forties, and afterward in his re- 
ports as state superintendent of public instruction, goes over all 
the arguments for consolidation and centralization of district 
schools. It was through such men as Mills on the outside, and 
John I. Morrison, chairman of the educational committee in the 
constitutional convention, that education received recognition in 
the new constitution. AVitli the new constitution and the law of 
1852, the township became the political and the school unit of the 
state. This fact is of the largest significance in dealing with the 
Indiana school system, for Indiana was probably the first state to 
make the towiishi]) the school unit. The claims made for it and 
admitted need not be repeated here. The new constitution gave 
state supervision, and the people shortly voted in favor of taxation 
for the maintenance of schools. The movement forward with the 
new constitution was interrupted by unfavorable decisions of the 
courts and by the coming of the Civil War. In the early sixties 
from these causes the schools suffered and dropped to the lowest 
level. It was not until after the Civil War that the revival came. 
The Su])reme Court held that local levies for tuition and com- 
nion-sehool revenues were constitutional, thus making it possible 
for towns and townships to provide for terms of school of respect- 
able length. This really was the beginning of public education in 
Indiana. Out of all these influences, with the township as the 
unit and center of educational activity, came township and county 
su])ervision and township and town and city high schools. It was 
an evolution and came naturally. The closing years of the last 
centiiyy witnessed a rapid development of our school system. 



EDUCATION IN INDIANA. 13 

SIGNIFICANT FEATURES IN SYSTEM. 

The attention of the student of education is called to what are 
believed to be significant features in the Indiana system. 

First, the system has developed from the bottom to the top, from 
lower to higher education, from common schools to special schools, 
from the people. 

Second, the unit of the system is .the township for the education- 
al affairs of which one trustee elected by the people is responsible. 
It may be proper to say here that the chief adverse criticisms to 
this arrangement have been three: (1) Too great power placed in 
one man's hands with no check on expenditure of funds. (2) No 
educational qualifications. (3) The incongruity of the triple duty 
placed upon the officer, namely, looking after the paupers, the 
roads and the schools. The first defect has lately been remedied 
by the provision of an advisory board. The second is being grad- 
ually eliminated by the people who attach great importance to the 
office on account of the schools. As a consequence the third defect 
has been reduced to the minimum. 

Third, the township trustees constitute the appointing power of 
the superintendent of the county schools. In recent years the edu- 
cational and professional qualifications of this officer have been 
increased and as a consequence better men are filling these places. 
Tt is believed that this mode of election removes the office further 
from politics than it would be with direct election by the people. 

Fourth, the state superintendent of public instruction is elected 
by the people, among whom there is a perceptible tendency to 
attach more importance to the office and to demand better qualifi- 
cations on the part of the incumbent. 

Fifth, the state board of education, membership of which, with 
the exception of three members, is determined ex-officio, has always 
been considered a unique feature of the system. Tn recent years 
the three members were added and the appointive power was 
placed in the governor of the state, who is himself a member of the 
board ex-officio. This board has legal and advisory control of 
the primary and secondary education of the state. Township trus- 
tee, county superintendent, state superintendent of public instruc- 
tion, and this board constitute the entire machinery of the common 
schools. 



14 EDUCATION IN INDIANA. 

Sixth, ample provision has been made for higher education in 
the university at Bloomington, the technical and agricultural 
school at Lafayette and the normal school at Terre Haute, all of 
which are a part of the system and receive students from the high 
schools without examination. These institutions keep in close 
touch with the primary and secondary schools and the tendency is 
constantly toward higher standards. 

Seventh, the student of education will not overlook the impor- 
tance to be attached to the large number of excellent private schools 
and colleges in the state. These furnish every phase of education 
to a great and growing army of students. 

Eighth, referring again to the township as the unit, it may be 
significant that the present tendency is toward centralization. 
With the advent of better roads and better facilities of travel 
there has come the demand for a perfect and complete school, 
covering the entire range of primary and secondary work in the 
center of each township. This demand is being rapidly met and 
it is the hope of the present state superintendent to provide for 
every country boy and girl just as good school privileges as are 
found in towns and cities in kind of work done and in length of 
terra. 

Ninth, particular attention may be directed to the provision 
made for the bettor preparation of the teachers. Aside from the 
schools, the teachers' associations, teachers' reading circle, county 
institute, and township institute should be mentioned ,as worth the 
student's attention. Particular stress may be placed upon the 
work of the township institute, which has come to be one of the 
important factors in the work of the county superintendent. 

Tenth, finally, it ought to be noted tliat while the development of 
education in the state has been made to depend upon the people 
and has been in a sense on the principle of local option, there is 
the notion that the whole state is responsible and that it should 
provide from the common funds for any local disability on ac- 
count of low property vahio and niongor po]>nhili<in. 

FASSF/rT A. COTTOX, 
State Superintendoif of Vuhhr Jnslrnrhon. 
Indinnapolis^ Tnd., May 1, 1004. 



Indiana's Educational Exhibit at the 
Louisiana Purchase Exposition. 



By an act of the general assembly of Indiana, effective March 
9, 1903, a commission was created and empowered to provide 
for an adequate representation of the resources, industries, prog- 
ress, institutions and attainments of the state of Indiana at the 
Louisiana Purchase Exposition, to be held in Saint Louis in 
1904. The act provided for the appointment of the members of 
this commission by the governor of the state, who appointed 
the following commissioners : Newton AV. Gilbert, Fort Wayne ; 
Henry W. Marshall, Lafayette; J. W. Cockrum, Oakland City; 
W. W. Wicks, Bloomington; W. W. Stevens, Salem; W. H. 
O'Brien, Lawrenceburg ; Crawford Fairbanks, Terre Haute; 
D. W. Kinsey, Kew Castle; Nelson A. Gladding, Indianapolis; 
Frank C. Ball, INIuncie ; C. C. Shirley, Kokomo ; Fremont 
Goodwine, Willi amsport; Joseph B. Grass, Huntington; S. B. 
Fleming, Fort Wavne, and W. W. Mix, Mishawaka. The act 
conferred upon the commission full power to determine the nature 
and extent of exhibits, to employ agents for the organization 
and management of such exhibits, aand to provide- for the conven- 
ience and comfort of the people of the state who might be in 
attendance upon the exposition. The act carried an appropria- 
tion of $150,000. Of this fund $10,000 were appropriated for 
the purpose of an exhibit of the educational facilities and progress 
of the state. A committee on education was appointed of the 
members of the commission, namely, Fremont Goodwine, chair- 
man, C. C. Shirley and D. W. Kinsey. 

The committee on education requested the endorsement and 
co-operation of the state board of education, which was readily 
given. It also requested the state superintendent of public in- 
struction to take charge of the preparation of the exhibit. Mr. 
Cotton assumed this responsibility, and, with his assistants, 
devoted much of the summer of 1903 to awakening an interest 

234— Education. (15) 



16 EDUCATION IN INDIANA. 

in the matter in all ])arts of the state. It was early determined 
to make an honest sliowini;- of the status of school work of the 
state nnder all economic and geogra])hical conditions. The mate- 
rial for such exhihit ninst come from all the schools. It became 
necessary, therefore, to wage a cam])ai<in in liehalf of the move- 
ment. It is to the credit of Mr. Cotton and the deputy superin- 
tendent, 'Sir. Lawrence McTnrnan, that sixty-nine counties out of 
ninety-two, one luindred and twenty-seven towns and cities, and 
practically all the colleges ami libraries of Indiana contributed 
special exhibits. Tliis la])or involved the presentation of the 
question before county institutes, teacliers' associations, and other 
educational meetings, conferences with county superintendents, a 
convention of city superintendents, the issue of a number of bulle- 
tins to school officials and a vast deal of correspondence. With 
this large preliminary work accomplished, upon the request of 
Superintendent Cotton , the commission appointed the under- 
signed, superintendent of schools of Crawfordsville, manager of 
the exhibit. The manager acts in the capacity of agent jointly of 
the commission and of the department of public instruction. He 
assumed the responsibility of collating and organizing the mate- 
rial of the exhibit in December, IDO;'), and has succeeded, with the 
co-operation of the department of public instruction and a number 
of ])rominent county and city school men, in submitting to the 
])ul)lic the most general and faithful representation of all phases 
and conditions (d" edncational effort in Indiana ever made. 

Through the kindness of the edncational committee it was 
made ])ossible foi" the state department of pnblic instruction to 
issne this special re))ort on the schools of Indiana — a \<>lnme of 
moi'e than six liundre(l pages. 

W. A. .MiLLis. 



FIRST DIVISION. 

THE SCHOOL SYSTEM. 



(17) 



I. State Supervision. 



A. STATE SUPERINTENDENT OF PUBLIC 
INSTRUCTION. 

1. HISTOKY. 

In 1843, the treasurer of state was made superintendent of com- 
mon schools, ex-ofRcio. The treasurer was chosen because the 
duties were financial rather than ediicational, the preservation and 
management of the school fund being the chief requirement of the 
office. It is true he was required to make annual reports to the 
general assembly, showing "the condition and amount of funds 
and property devoted to education ; the condition of colleges, acad- 
emies, county seminaries, common schools, public and private; 
estimates and accounts of school expenditures, and plans for the 
management and improvement of the common school fund, and for 
the better organization of the common schools," but his chief duty 
was to look after the finances of the schools. 

The state treasurers who acted in this capacity were George H. 
Dunn, 1841 to 1844; Koyal Mayhew, 1844 to 184Y; Samuel Han- 
nah, 184Y to 1850; James P. Drake, 1850 to 1853. In 1852 the 
state treasurer was relieved of his school duties by the creation of 
the office of state superintendent of public instruction. It was 
made an elective office with a term of two years and an annual 
salary of $1,300. His duties were "to spend each term at least 
ten days in each of the ten judicial circuits; to recommend a list 
of books, and superintend the purchase and distribution of the 
township libraries ; to determine appeals from township trustees ; 
to have a watchful care of the educational funds; to prepare all 
blank forms for his office and receive funds from county auditors 
and treasurers, township trustees and clerks ; to report to the gen- 
eral assembly and the governor; to examine all applicants for 
license ; to preside at all meetings of the state board of education 

(19) 



20 EDUCATION IN INDIANA. 

and to address the board upon liis induction into office, setting 
forth his views of the best method of giving efficiency to our educa- 
tional system, with such suggestions as he deemed worthy of their 
consideration." In tlie early years of the existence of the office 
the superintendent was really the sole educational official in the 
state department. Following is a complete list of the superintend- 
ents who have held the office u]) to the preseut time: 

Beginning of Close of 

Names. Term. Term. 

"William Clark Larrabee Nov. 8, 1852. .Nov. 8, 1854 .. Term expired. 

Caleb Mills Nov. 8, 1854. .Feb. 10, 1857. .Term expired. 

William Clark Larrabee Feb. 10, 1857.. Feb. 10, 1859.. Died in May, 

1859. 

Samuel Lyman Rugg Feb. 10, 1859. .Feb. 10, 1861 . .Term expired. 

Miles Johnson Fletcher Feb. 10, 1861. .May 11, 1862. .Killed on R. R. 

Samuel Kleinfelder Hoshour. . .May 15, 1862. .Nov. 25, 1962 .Resigned. 

Samuel Lyman Rugg Nov. 25, 1862. .Mar. 15, 1865. .Term expired. 

George Washiugtou Hoss Mar. 15, 1865. .Oct. 13, 1868. .Resigned. 

Barnabas Coffin Hobbs Oct. 13, 1868.. Mar. 15, 1871.. Term expired. 

Milton Bledsoe Hopkins Mar. 15, 1871 . .Aug. 16, 1874. .Died Aug. 16, 

1874. 
Alexander Campbell Hopkins. .Aug. 16, 1874.. Mar. 15, 1875. Term expired. 

James Henry Smart Mar. 15, 1875 . Mar. 15, 1881 . . Term expired. 

John McKnight Bloss Mar. 15, 1881.. Mar. 15, 1883.. Term expired. 

John Walker Holcomb Mar. 15, 1883. .Mar. 15, 1887. .Term expired. 

Harvey Marion LaFollette . . Mar, 15, 1887. Mar. 15, 1891.. Term expired. 

Hervey Daniel Vories Mar. 15, 1891. .Mar. 15, 1895. .Term expired. 

David M. Geeting Mar. 15, 1895. .Mar. 15, 1899. .Term expired. 

Frank L. Jones . Mar. 15, 1899. . Mar. 15, 1903. .Term expired. 

Fas.sett A. Cotton. Mar. 15, 1903 . . 

Tlie office has always connnanded the respect of the people and 
has generally had caj)abl(' men as iucuuilu'iits. The student will 
notice that nearly every man who has filled the office has stood for 
some distinct advance in the educational affairs of the state. Su- 
])eriiitendent Larrabee, the first incundient, was the pioneer for 
much of the work in the West. He organized the system and began 
the great work of the department. Superintendent ]\Iills was 
really the inspiration of the whole system. Tt was he who moulded 
public opinion and directed the legislation that made the office 
and the system possible. He was particularly interested in libra- 
ries, and was instrunienlal in the establi.shuieut of township 
libraries. Superintendent llugg reorganized and placed upon a 
substantial basis the state school finances. Superintendent Fletcher 



EDUCATION IN INDIANA. 21 

corrected the evil arisiiii; fVoiii tlu^ aiiti('i])ati(i]i of revenues, 
and made institutes more efHcieiit. Superintendent Hosliour 
turned his attention to examiners and examinations and used 
his influence toward securing- a hirger per cent, of women 
teachers in the State. Superintendent Hoss was instrumental 
in adding history and physiology to the list of common school 
branches, in securing state aid to county institutes, the in- 
corporation of the state normal school, and the reenactment 
of the law alLiwing local taxation in cities and townships 
for tuition purposes. Su]ierintendent Hobbs, one of the best 
remembered of the superintendents, saw German made op- 
tional in the public schools, an act for the education of negroes 
passed, the girls' reformatory ])lanned, and Purdue university 
founded. Superintendent Ilopkius' chief work lay in the estab- 
lishment of the county su]:»erintendencv, raising the standard of 
examinations, reclaiming school monies, and improving school 
finances. To Superintendent Smart more than to any other man is 
dne the extended reputation of the Indiana system, brought about 
by his splendid organization of an educational exhibit at the Cen- 
tennial exjiosition. lie also made the first complete codification of 
our school laws. Su]ierintendent Bloss reorganized the work of 
the office, reformed the school census, put examinations upon a 
higher plane, and introduced better methods in teaching;. Superin- 
tendent ITolcomb established a uuiform course of study for country 
schools, suggested the ]»lan of graduation in them, started the 
Arbor-dav custom, and organized the teachers' reading circle. 
Superintendent LaFollette has the credit of adding $450,000 to 
the school fund, and of making the reading circle one of the most 
fruitful factors in improving- the profession. Superintendent 
Vories raised the standard of examinations, insisted upon profes- 
sional training for teachers and issued one of the best volumes of 
school laws yet published. Su])erintendent Geeting is remembered 
for the compulsory education law, tlie township high school law, 
the law ]iro\ iding for state examination of common school teachers, 
and for rm-al consolidation. Sui)ei'intendent Jones emphasized the 
necessity for better school architecture, with more perfect sanita- 
tion and decoration, extended mral school consolidation, and was 
largely responsible for the minimum wage law for teachers. The 



22 EDUCATION IN INDIANA. 

present incumbent has set for himself the large task of maintain- 
ing all that has been accomplished bj his predecessors and in 
addition to this of making better the work in every way possible. 
He hopes to place teaching upon a higher professional plane, and 
to this end he is urging better preparation on the part of the 
teachers in every grade of work. He is placing special stress upon 
the work in the rural schools, and believes that equal privileges 
ought to be secured to the cliihlrcii of country and town. The 
problems of consolidation, improved township high schools, longer 
tenure, better salaries are all receiving his attention. One of the 
plans that he has inaugurated for accomplishing his work is the 
annual conference of county superintendents in each congressional 
district. Since there are only about seven counties in each dis- 
trict, it is possil)]e to consider carefully the problems of each 
county. The following questions will serve to show the nature of 
the problems considered at these meetings: 

1. What should characterize the AA'ork of the superintendent? 

a. Should a superintendent criticise his teachers while visiting 

them, or later? 

b. Should criticisms be offered unless accompanied by heliiful sug- 

gestions? 

2. What a new superintendent is doing for his schools. 

3. What an experienced superintendent is doing for his schools. 

4. What can be done in classifying and grading nn-al schools; the object 

of such work. 

5. What can county superintendents do to encourage their teachers to 

attend colleges and normal schools? 
(1. What can county superintendents do to encourage graduates from the 
8th grade to attend high school? 

7. What can cuunly siiiicrintcndents do to create interest in general 

reading among pui)ils and patrons? 

8. How can we secure more money for rural scliools? 
0. P^ducational exhibit. 

10. Miscellaneous. 

City and town supoi-iiitciidciils ai'o invited to attend jhese meet- 
ings and to pai'l icipatc in tlic disciissioiis. Another plan which the 
])resent siiporintciidciit has adoptccl f(ir tlic ])iir])ose of getting in 
closer touch with tlie teachers is that of issuing monthl)' bulletins 
during the school term. These bear upon various phases of school 
work, and he has reason to bolic\e that they are proving very 
helpful, l^os. ,^) and <>( Uio pivscnl year in the form in which 
they were sent Id tlic tcaclicrs arc submitted hci'c; 



EDUCATION IN INDIANA. 2a 



State of Indiana. 

DEPARTMENT OF PUBLIC INSTRUCTION. 

Fassktt a. Cotton, State Sup't. 
Lawkknce McTurn an, Deputy. 



BULLETIN No. 5. 

ISSUED MONTHLY TO THE TEACHERS OF INDIANA. 

Indianapolis, Indiana, January, 1904. 
THE SCHOOL AND THE COMMUNITY. 



NATURAL ENVIRONMENT. 

You have now been at work for some months in your present position. 
It may be that this is not your first year in the community in which you 
are teaching. There are some relations existing between your school and 
your community that are worth thinking about, and this is a good time 
to think about them. Doubtless you are by this time thoroughly ac- 
quainted with your school district. You know its bounds; you know its 
hills and valleys and streams ;*you know its soil, its trees, its vegetation, 
its riches in stone, coal, clay, gas or oil. Doubtless you have used all this 
knowledge to an advantage in awakening your boys and girls to life's 
truth and beauty and in giving them correct notions of simple earth 
facts. I trust that in trying to use God's out-of-doors in your teaching 
you have not been hampered by narrow public opinion. A student told 
me recently that in his boyhood he dwelt upon the banks of the Ohio 
river; and that there in sight of splendid hills and streams and islands 
he studied geography from a book and got poor, starved, inadequate 
notions of things which nature had placed at his very door. 

SOCIAL LIFE. 

So much in regard to your knowledge of what nature has done for 
your community. Now what do you know of the social life of your dis- 
trict? How many homes are there? How many parents? How many 
children of school age? In what kinds of houses do the families dwell? 
What has been done to beautify these dwellings without and within? 
What is the spirit that dwells within each home? Doubtless you know 
the conditions of industry. You know what phases of agriculture and 
stock raising are prosperous and profitable. You are acquainted with any 
railroads, pikes, blacksmith shops, groceries or mills that may be in the 
district. You know of any clubs, societies, orders that may exist for 
improvement and amusement. You know about the postoflace, the rural 
routes and offices of any kind that exist. You are, of course, acquainted 
and identified with the churches and Sunday-schools and their work. 

THE teacher's ATTITUDE. 

I have taken it for granted that you know all these things in your 
community. Now what have you done about it? In the first place, of 
course, you reside in the community. In no other way is it possible to 



24 EDUCATION IN INDIANA. 

catch and live iu its si)irit. In the second place I trust that you know tliat 
not one of these tilings happened. Every fact that you have come upoJi 
in your community has reasons for its existence and you can explain this 
existence if you are a student of life. You are there to make the condi- 
tions of life better. Hoav many of these homes have you visited? I read 
somewhere the other day that the teacher is no missionary. Aye, but 
he is. He comes into the community to minister and not to be ministered 
to. How many i^arents have you asked to help you in your work? Have 
you found out just what children ought to be in your school, and have 
you exhausted the full resources of your manhood or womanhood in 
bi-inging- them in before you have taken advantage of the truancy law? 

The school bears the very closest relation to every phase of community 
life. It has been said often that the school is the other institutions in 
miniature. I wonder if you have realized just what that means. It 
means that the school lives the life of the community. It thinks its 
thoughts, feels its emotions, and bases its conduct upon the same princi- 
ples exactly. The school ought to be so life-like that the transition from 
its life to actual life will be attended by no shocks or surprises. What 
can you do towards bringing this about? 

What is your attitude toward your coiiimunity? Are you willing to 
do more than j'ou get paid for? A man told me this story recently: He 
had a boy employed in his offices. One morning he found this boy shiver- 
ing in the cold office. In reply to his iiKpiiry as to why he was working 
in the cold, the boy said the janitor had built no fire yet. He was asked 
if he could not build a fire, and he replied that he could, but that he 
didn't intend to; that he was not paid for making fires. This boy was 
not in line for promotion and never will Itc. "People who never do any 
more than they get paid for seldom get paid for any more than they do." 
This is just as true of school teachers as of persons in other professions. 
Now, what have you done toward making your school an attractive place? 
You haven't left it all to your trustee, have you? I hope that you have 
taken some pride in seeing that everything is as neat as it can be. I 
know a young man Avho put in several days mowing the school yard, 
repairing the fences and the out-houses, and even in scrubl)ing the fioor, 
for which he received no pay in money. But he was paid. And after 
that conmiunily had iiici-cnscd his salary as inucli as it could he was 
called to a highci' ])ositioii. Again, have you learned yet to take the con- 
ditions as you find tiifui and to make tlic very bt'st of them? This is a 
test of your leadership. 

SCIIOOI, AND irOJfK. 

To get a little closer to the every -day jjractical i»rol)lem with which 
you have to deal, let us see wliat you can do to bring your school and 
your community into closer lelalion. And lirst. what can you and your 
school do for the home? Well. <lo you know wliat the abiding principle 
of the home is? It is love so lull oi" affection and sympathy that it 
would shield from liariii, save fi'oni suffering, and smooth life's rough 
places. You are said to stand in the place of the parent, lint have you 
realized that many children will come to you hungry for this love and 
sympathy and that it may be y<iur privilege to minister to them? Life iu 



EDUCATION IN INDIANA. 25 

some homes is hard and scant fare l)rings bitterness to children. Every 
home ought to do certain things for every child. It ought to give him a 
sound mind in a sound body. It ought to teach him to use good E'nglish. 
It ought to malce him neat and orderly. It should teach him habits of 
industry. It should teach him to l>e honest, to respect law, to revere 
sacred things and to work toward lofty aims. If the home be wanting in 
these duties, what can you do in your school V You can speak good 
English and require it spoken. You can provide soap and water and 
towels and comlts and have them used. You can by life and precept 
teach the life and dignity of labor, honesty, respect for law, and reverence, 
and you can inspire in every child an ambition to do his best. But you 
can do more than this. In many of tliese homes the conditions that exist 
are merely the results of ignorance. I rememl)er an experience like this: 
I was visiting a district school ami noticed two boys who were insuffi- 
ciently clad. They looked pinched and poorly nourished, and they con- 
stantly breathed through their mouths. I supposed they belonged to some 
poor family unable to provide for them. But on inquiry I was told they 
were the children of a prosperous farmer, and that they had kindly 
parents who simply didn't know what to feed them or how to clothe them. 
AVhat could you do in a case of this kind? With tact you may do some- 
thing directly. But suppose you could get the parents of your district 
together to discuss some simple questions pertaining to the health of 
children. If you are skillful you may l)rhig it alxmt that the parents who 
do know will teach those who do not. And the work need not be confined 
to the health problem, but may be extended to others upon which there 
is a vast deal of ignorance. 

SCnOOL AND INDUSTRY. 

Second, what can you do for the industry of the community V You 
can make your school a busy workshop, where the hum of industry is the 
standard of order, and where each pupil respects the rights of every other 
pupil. But you can do more than this. Y'ou can teach the nol)ility of 
honest toil. The greatest thing that you could possildy do for your boys 
and girls and for your community would be to build into them the habit 
of doing good work. The world is full of slip-shod mechanics who slight 
their work. You can teach the children that any task worth doing is 
worth doing well; that success lies in the here and now and not in the far 
off; in the little duties of today instead of the big things one is going to do 
tomorrow. And you can teach them to stay on the farm and to work out 
its problems. It will be a sad day for our national life when all our young 
farmers come to town; when the small, well-cultivated homesteads give 
way to landed estates. The Itoys on the farms wield the nation's destiny. 
Emerson says: "The city is recruited from the country. In the year 
1805, it is said, every legitimate monarch in Europe was imbecile. The 
city would have died out, rotted and exploded long ago, but that it was 
reinforced from the fields. It is only country which came to town day 
before yesterday that is city and court today." The problem of getting 
this thought before your boys and girls and before your community is 
worthy of the best there is in you. The friction l>etween capital and 
laboi*, the almost universal lack of respect for property rights, ought to 



26 EDUCATION IN INDIANA. 

serve as great stimuli towards the intelligent study of agriculture to 
which it would seem constantly increasing numbers must tiu'n. 

SCHOOL AND STATE. 

Third, what can you do towards bringing the school in closer touch 
with the state? You liave it in your hands to make good citizens out of 
these boys and girls. But you can only make them good citizens by 
making them good men and Avomen. Patriotism is one of the qualities 
of good citizenship. But patriotism is grounded in a wholesome I'espect 
for law, in a trained sense of justice. As a teacher, there are two things 
that you can do and that you must do if you succeed here. First, you cau 
be just yourself. If by sincere living you make every pupil realize that 
no matter what happens he will find you just, that he will find in you a 
friend, you will so prepare the way for wielding the largest influence. 
Second, you can lead every pupil to see that what he does he does to him- 
self; that he and not the teacher is the punisher and the rewarder; that 
the consequences of one's deeds, whether good or bad, must be visited 
upon one's self. This is the very essence of good citizenship. In no other 
way can one come finally to realize that we, the people, are the state. 
There is no better place than the public school to teach this respect for 
law and order, and there never Avas a time when it needed to be empha- 
sized more than it does now. Every boy should realize early his responsi- 
bility for manhood, e\'ery girl for womanhood— both for citizenship. But 
in bringing about this realization what are you doing? Simply leading 
your boys and girls to live the principles which they are to live in the 
l;.rger Avorld. 

SCHOOL AND CIILTRCH. 

Fourth, has the school any relation to the church? I think that it 
has. The church has an abiding principle which can not be disregarded, 
because it belongs to life. Every soul is religious. Mercy must touch 
and temper love in the home, regard for property rights, mere justice, and 
when it does it glorifies them. Service takes the place of selfishness and 
the spirit of humanism is born. This is the essence of religion, and you 
can not teach scliool an hour nor a minute Avithout it in your lives. 

Finally, I have tried to say to you that in your community you have 
nature and social life as factors to deal Avith. They are your materials. 
You are to use them. The social life of your community is merely an 
expression of conscious life. The institutions are real. They are built on 
principles of life. Your pupils must live In them. It is yours to direct 
so that they shall come more fully into the real spirit of the institiitions. 
Study the conditions in your community and find there your problem and 
its solution. 



EDUCATION IN INDIANA. ^T 



Statb of Indiana. 



DEPARTMENT OP PUBLIC INSTRUCTION. 

Fassktt a. Cotton, State Sup't. 

Lawrence McTurnan, Deputy. 

BULLETIN No. 6. 

issued monthly to the teachers of indiana. 
Indianapolis, Indiana, February, 1904. 

THE TEACHER AND THE SCHOOL. 



ON THE HOME STRETCH. 

You have already put the larger portion of this school year behind you 
and are looliing forward to the close of school. There are some things 
that may be said just here by way of caution, suggestion and encourage- 
ment. In the first place, this is a good time for you to examine yourself 
and determine what manner of school teacher you are. Ask yourself seri- 
ously why you are teaching. What is your attitude toward the profes- 
sion? Does your remaining in the work depend upon your failure to 
secure more money at something else? Do you know that the essential 
factors of the school are the child, tlie teacher and the eternal tire that 
comes from soul contact? That while the school exists for the child, the 
teacher is the determining factor. We may build fine buildings, equip 
them with the best material, centralize, systematize and supervise, and the 
teacher will remain the central figure in the school. The school will never 
be any better than the teacher. His problem has always been and always 
will be how to touch and awaken every child in his presence. And he will 
succeed just in the degree in which he does this. Great armies of un- 
taught children sit day by day in the presence of teachers and never re- 
ceive a message. No fire is struck out, no life is awakened into new 
being; for them it is as if there had been no teacher. I hope you have in 
the months that are gone always made the child supreme; that you have 
made constant daily preparation; that in every recitation you have had at 
least one clear-cut truth to present; that you have kept your lines of 
organization closely drawn; and that you have made your work so inter- 
esting that no shadow of indifference has fallen across your school. If 
you have had this attitude nothing can keep you from succeeding. If for 
any reason you have permitted your interest to languish, now is the time 
to renew your energy. Indeed, this is the crucial time. It really doesn't 
take much ability to conduct a school the first few weeks or up to the 
holidays. Indeed, a school which is well organized and conducted to a 
successful close one year will almost run itself till the holidays the suc- 
ceeding year. The real test of the teacher comes in the i-eorganization of 
demoralized forces and in directing and conducting these forces to a suc- 
cessful close of the year's work, after the holidays. It is the teacher 
who can keep the self-activity of every child to the highest notch who 
can meet the test. Let me suggest some things that may contribute to 
thle end. 



28 EDUCATION IN INDIANA. 



WHAT IT IS TO STUDY. 

The greatest thing that you can possibly do for your pupils is to teach 
them how to study. Perhaps you have been so intent on driving in cer- 
tain facts that you have neglected this phase of your work. In a few 
years at best the facts you teach will be forgotten; but the habits of in- 
dustry, of study, you build into tliese lives will abide and grow. And edu- 
cation is not a matter of learning facts; it is a matter of habits, of 
character. Now, have you taken pains to inciuire into the Avay your cliil- 
dren w^ork in getting a lesson? Do you sometimes take up a new lesson 
with them and show them liow to go about getting it? Getting a lesson is 
a matter of seeing what tliere is in it. And ten minutes of good, active, 
alert, wide-awalve study is worth liours of stupid, passive stare. Study 
carries Avith it the concentration that can shut out completely the whole 
world from the subject in hand. It carries with it the power of obesrva- 
tion that can detect in the minutest detail the points in the subject. It 
carries with it a nicety of discrimination tliat can put all points observed 
in their proper relation. Finally it carries with it an ordering power that 
brings independent mastery. Patient work in leading your children to see 
what there is in a lesson, in selecting out the most essential thing, and 
the subordinate things, and in grasping these relations, will prove worth 
while. 

KECITATION AND STUDY PERIODS. 

This work of fixing the study habits of your children is just as impor- 
tant as the recitation, and just as much under your control. The study 
periods should be arranged witli the same care and should be insisted 
upon with the same regularity as the recitations. As a rule the study 
period should be removed as far as possible from the recitation. After 
children are old enough to prepare lessons from assignments the study 
period of a subject sliould never immediately i)recede its recitation. A 
lesson should be prepared for eternity and not for tlie recitation, and the 
hal)it should be fixed early. Witli your working schedule you can insist 
upon a strict observance of tlie study periods. Let a recitation go occa- 
sionally and do quiet, individual worlv among your pupils. A workshop 
with the busy hum of industry is what a school-room ought to be and it 
is a sure sign of good teaching. 

HOME STUDY'. 

I said that tlie real test of ji teacher's success may be the degree in 
which he gets in touch with all his pupils and keeps them working up to 
the best there is in tlu-in. In order to do this he must deal with each indi- 
vidual. The advance in a subject may be determined by the average 
jibllity of the class or even by the ability of its we.-ikost meinl)ers. But 
the width and depth of investigation must be determined by the strength 
of each individual. Now, while the class as a whole covers a certain 
amount of AVork in the subject the teaclici- ran (iircci tlie individual mem- 
bers in supplementary Avork, giving eacli one an u]ii)ortuiiity to go as deep 
into the topics in hand as he can wiili llic niatcri:il at liaiid. To illustrate, 
the AA'ork that the class as a whole is to do upon some movement in his- 



EDUCATION IN INDIANA. 29 

tory, say the ordinance of 1787, may be limited. Bnt there is a field for 
very wide research. Now, suppose the teacher has at hand some data for 
this investigation. Here is an opportunity to call into play individual 
effort and to assign interesting profitable home work. And the work 
should always be interesting work which the pupil can do without worry 
to himself or his parents. Or suppose some little piece of apparatus would 
be helpful to the teacher in making clear some points in history or geog- 
raphy. Here is an opportunity to use the slvill of some boy on the farm. 
To illustrate, a little model of the primitive cotton-gin, or a simple loom, 
might throw much light upon social and industrial problems in the history 
of our people. To the resouceful teacher every subject will suggest many 
things to occupy the attention of the boys and girls. 

WRITTEN WOEK. 

The value of written work can not be overestimated. Frequent use 
should be made of it for recitations, reviews and examinations. In tJie 
recitation it will serve to present the independent thought of each individ- 
ual, and it will give splendid training in English expression. In reviews 
it will reveal the powers of organization and expression. To be of value, 
every paper handed in should lie carefully gone over by the teacher with 
corrections and suggestions for improvement. Indeed, written worlc is 
worse than worthless if this is not done. And then the examination has 
its place and it is important. Not that I would have you exaggerate its 
importance or hold it over the pupils as a menace or threat, or that I would 
put very large stress upon it as a basis for promotion. But it has a place 
in school work, and if given under right conditions there will be no dread. 
A large part of the adverse criticism that has been made against examina- 
tions is mere drivel and has come more largely from teachers who do not 
like to work than from healthy, wide-awake pupils themselves. I think I 
should seldom announce beforehand any written work which I wanted to 
serve as a test. It is a part of education to learn to meet the conditions 
that confront us. In life the problems ai'e not generally posted. We 
come up against them and must thinli on our feet. In the crowded rural 
school, then, the examination should seiwe some such purposes as these: 
(1) It should enable the teacher to examine his pupils and himself at the 
same time. (2) It should aid the pupil in thinking. (3) It should aid the 
pupil in the expression of good English. (4) It should reveal to the pupil 
his mastery of the points in question. (5) It should serve to make the pupil 
more self-reliant. (6) It should enable the teacher at times to do double 
work in the school-room. Of course, this all means work for you. But 
it will pay. The suggestions I made above in regard to home work and 
these in regard to written work are in keeping with the pedagogical prin- 
ciples that expression must keep pace with impression— that construction 
must equal instruction. The child must be encouraged to use that which 
he takes in. Herein lies the value of manual training. 

THE BOV ON THE FARM AGAIN. 

It is just in his ability to do things that the boy on the farm has a 
better chance to succeed than the town or city boy. And it is because the 



30 EDUCATION IN INDIANA. 

boy on the farm has work to do. He is well trained in the expressive side 
of life. It is expression, too, that amounts to something, and in it he gets 
the notion that there is work to do in the world— that life is not all play. 
Now, if you can use these good qualities in your school work, well and 
good. And if you can use them in building in the community a larger 
regard for labor and a supreme respect for the farm and its problems that 
will keep the boys in the country it will be all the better for the boys and 
the nation in the years to come. Of course, if a young man really believes 
that he will have better opportunities for himself and for what he would 
do for humanity by going to the city, he should go. He can succeed, as 
scores who have preceded him to the city are succeeding. But let him 
remember that farm work is just as important, just as honorable, just 
as clean, that it requires just as much ability, and that it is just as remu- 
nerative as any Avork he will find to do. 

LAST DAY SUGGESTIONS. 

The close of your term may be made profitable to the community by 
arranging a definite program of your work and sending it to the patrons 
with an invitation to be present at least part of the time. Two or three 
days could be taken up in oral examinations. A schedule of these should 
be made and dignified, interesting examinations conducted. You can 
make a careful preparation and conduct an oral quiz. Or you can make a 
careful list of the questions you wish to ask, write them on slips and let 
the children draw their questions. This device serves to keep interest 
alive. In addition to oral examinations an exhibit of written work, draw- 
ings and models may be made. If there is also the entertainment feature 
it can carry with it a dignity and an influence for better things in educa- 
tion by selecting that which is worth while for the occasion. Whatever 
you can do to promote a healthful, educational interest in your community 
will be so much gain for the cause in which we are engaged. Emerson 
must have been thinking of teachers when he wrote: "To help the young 
soul, add energy, inspire hope, and blow the coals into a useful flame; to 
redeem defeat by new thought, by firm action, that is not easy, that is the 
work of divine men." 

2. ADMINISTEATIOTT. 

a. ELECTION, TENURE, DEPUTIES, SALARIES. 

The state snperintendoiit of public instruction is elected by the 
people at the general elections for a term of two years. There is 
no limit to the number of terms he may be elected. His salary is 
$.'>, 000.00. Three deputies are })rovided, with salaries of $1,500, 
$1,200, and $720.00. 

b. QUALIFICATIONS. 

While no educational or professional qualifications are fixed by 
the constitution, the people ha\'e generally chosen men of high 



EDUCATION IN INDIANA. 31 

moral eliaraeter, siroiio- echicational leaders, practical teachers, well 
acquainted Avith the educational needs of the state, and capahle of 
carrying on the work for which they were chosen. 

c. GENERAL DUTIES. 

The state superintendent has charge of the system of public in- 
struction and a general superintendence of the business relating 
to the common schools of the state and of the school funds and 
school revenues set apart and apportioned for their support. At 
the request of school officials it is his duty to render, in writing, 
opinions touching all phases of administration or construction of 
school law. 

(1. VISITS. 

He visits each county in the state at least once during his term of 
office, and examines books and records relative to the school funds 
and revenues. He meets with teachers and officers in various parts 
of the state, counsels with them and lectures upon topics calculated 
to subserve the interests of popular education. 

c. REPORTS. 

(J) Report to the (iorenior. 

In the month of January in each year in which there is no 
regular session of the general assembly, he makes a brief report, in 
writing, to the governor, indicating, in general terms, the enumera- 
tion of the children of the state for common school purposes, the 
additions to the permanent school fimd within the year, the 
amount of school revenue collected within the year, and the 
amounts apportioned and distributed to the schools. 

(2) l,'<i)(trt to General As.'^eiiiblij. 

At each regular session of the general assembly, on or before the 
fifteenth day of January, the superintendent presents a biennial 
report of his administration of the system of public instruction, in 
which he furnishes brief exhibits — 

First. Of his labors, the results of his experience and observa- 
tion as to the operation of said system, and suggestions for the 
remedy of observed imperfections. 



32 EDUCATION IN INDIANA. 

Sec(iii<l. Of the ainoiiiit oi the })erinanent school funds, and 
their general condition as to safety of manner of investment ; the 
amount of revenue annually derived therefrom, and from other 
sources; estimates for the following two years; and the estimated 
value of all other property set apart oi- a])])nipriate(l for scIk^oI 
purposes. 

Third. Of such ])lans as he may have maturetl for the better 
organization of the schools, and for the increase, safe investment, 
and hotter preservation and management of tlie permanent school 
funds, and for the increase and more economical ex])enditure of 
the revenue fV)r tuition. 

Fourth. Of a com])aris(in of th(> results of the year then closing 
with those of the year next ])receding, and, if deemed expedient, 
of years ])re('eding that, so as to indicate the ])r(»gress made in the 
business of ])nblic instruction. 

Fifth. Of such other information relative to the system of 
public instruction — th(> schools, their ])ermanent funds, annual 
revenues — as he may tliiidc to be of interest to the general 
assembly. 

He a])})ends to this re])ort statistical tables coui])iled from the 
materials transmitted to his office by local school othcials with 
proper summaries, averages and totals. He makes a statement of 
the semi-annual collections of school revenue, and his a]5portion- 
ment thereof; and, when he deeius it of sutficient interest to do so, 
he ap])ends extracts fr(»ui the cori'espondence of school olUcers, to 
show either the salutary or defective operation of the system or of 
any of its ])arts. 

Teu thousand co])ies of this report are ])rinte(l and distributed 
to the several counties of the state; and they have been the means 
of stimulating the schools of the state to greater effort; for 
instance, the report assists in certain mox'cmcnts such as for bettei" 
sanitation and decoration of school buildings, modern architecture 
in building schoolhouses, manual ti'aining in public schools, con- 
solidation of rural schools into graded township high schools. 

/. corusK Ol' STin^Y. 

The construction <d" the course of study and the state manual 
was ])laced in tlie hands of the stale superint(Mident of public 



EDUCATION IN INDIANA. 33 

instruction by a resolution of the county superintendents' associa- 
tion in June, 1894. The course of study is revised from time to 
time in order to meet the changing conditions. While the superin- 
tendent is responsible for the course of study in its preparation 
and revision he confers with county, city and town superintendents 
who are in closer touch with the schools and know better their 
needs. If the reader cares to examine the present course of study 
he may obtain one from the manager of the exhibit. 

g. TOWNSHIP INSTITUTE OUTLINES. 
The laws provide that all township teachers shall meet in insti- 
tute one day in each month while the schools are in session. There 
are in Indiana 1,016 townships and this number of institutes is 
held each month of the school term, or 7,112 meetings during the 
year. The programs for these meetings are professional and 
cultural. In addition to the consideration given the branches of 
study which are taught in the schools, two books adopted by the 
Indiana reading circle board are studied each year. During the 
present year the books were Ivanlioe, and I^icolay's Lincoln. 
Those for the coming year are, Button's School Management, and 
Henderson's The Social Spirit in America. The reader may 
obtain a pamphlet on the Indiana reading circle work from the 
manager of the exhibit. 

h. ARBOR AND BIRD DAY PROGRAMS. 

The superintendent issues programs to be used in the public 
schools for the observance of certain days in October and April 
each year. These programs are somewhat elaborate, giving 
something of the history of the days, the reasons for observance, 
the governor's proclamation, descriptions of trees, with pictures 
and instructions as to what and how to plant them, descriptions of 
birds, with suggestions as to their value and care, poems on trees 
and birds, and appropriate selections. 

In Governor Durbin's last proclamation on arbor and bird day 
he said : "There has been within recent years a widespread awak- 
ening of interest in reforestization, especially in Indiana, a state 
favored lavishly by nature with timber resources that to the 
pioneer seemed limitless and inexhaustible. The rapid develop- 



3— Education. 



34 EDUCATION IN INDIANA. 

nient of the agricultural aiiu iiidii'^trial interests of the state has 
been accompanied bv a sacritice of our forests, nntil the people 
have been brought to a realization of the importance of a system- 
atic effort with a view of preventing further dcn-astation." 

Since 1896, the year the state de])artment of education began 
effectively to urge the im])ortance of this matter, thousands of trees 
have been planted by the teachers and pupils of the state, and the 
birds have received more consideration than ever before. The 
results of this work have been very gratifying to all lovers of 

nature. 

i. TEACHERS" MINIMUM WACE LAW. 

It is the duty of the state superintendent of public instruction 
to enforce the miuinniin wage law. This is a recent piece of 
legislation calculated to increase the salaries of teachers and to 
bring about better pre})aration of teachers, and will 1)0 found under 
the discussion of ''The Teachci's of Indiana."" 

;. SCIIEDTIEES OF SUCT'ESS ITEMS. 

An act of the last legislature, ap])ro\'ed ]\[ar(di 1), lOOIJ, makes 
it the duty of the state superintendent of ])ublic instruction '"To 
ado])t and schedule the ilcnis entering into teachers' success 
grades," to be used by the city, town and county superintendents 
in grading the "teachers under their charge and supervision.'" In 
compliance with the provisions of this act, the following forms 
have been prepai"e(l, which are now used by all county, city :'nd 
town superintendents in gi'a<liug theii- teachers in success: 

Schedule of Success Items. 

FORM I. 

For the Use of Coinih/ ^nixriiilciKlciits. 



I. Qualification to JO 

1. Natural ability mikI ixTsonnlily (O tn loi 

2. Scholarsliiit (O to .">) 

.'?. Professional li'ainint;' ((Mo rt) 

II. 'I'iic Recitation O to 10 

1. Suh.jocl mattoi- nppropiMiitonoss of (0 to .^») 

2. Pui-posc (0 to 5) 

3. Plan (0 to 5) 



EDUCATION IN INDIANA. 35 

4. Preparation— 

a. Teacher (0 to 5) 

b. Pupils (0 to 5) 

5. Sliill (0 to 5) 

(5. Thoroughness (.0 to 5) 

7. Assignment (0 to 5) 

III. Relation of Teacher to tlie School and ("onnnunity. . , to 40 

1. Classification and gradation (0 to 5) 

2. Industry, and interest in the aims and [)lans of 

the school comnumity (0 to 5) 

o. Governing ability (0 to 10) 

4. Sanitary conditions and neatness (0 to 5) 

5. Care of school pi'oiierty. Ivceping records, mak- 

ing reports (0 to 5) 

('). Co-operation with other teachers, the trustee 

and county superintendent (0 to 5 

7. Libraries, reading circles an<l Journals (0 to 5) 



Total % 

Teacher. 

County Superintendent. 

Ind., 1903. 



Schedule of Success Items. 
FORM ir. 

For the r,sr o/" citu iiml Tnioi Sitjiciiiilnitlciifs TUs'ir'nni a Brief Schedule. 

I. Teaching Ability 55% 

1. Professional attainment (20%) 

2. Conduct of the recitation (15%) 

3. Results in scholarship of puiiils (20%) 

II. Governing and Disciplinary Ability 30% 

1. Moral and social influence on jnipils and commu- 
nity (10%) 

2. Ability to develop self-reliance, industi-y. integrity, 

fidelity. (>tc (10%) 

3. Personality of the teacher (10%) 

I II. Professional and Community Interest 15% 

1. Co-operation with other teachers and supervisors. . .(5%) 

2. Interest in aims and plans of the school (5%) 

3. Professional ambition and growth (5%) 



Total % 

Teacher. 



..City") 

' Superintendent. 
Town J 



.Ind., 1903. 



36 EDUCATION IN INDIANA. 

Schedule of Success Items. 

FORM III. 
For Use of Vitii miil I'oirn SitixiiiifciKh'nt.'^ nrsiriiiii a Marc Dctdilcd XchaJuJc. 

I. Teaching Ability 55% 

A. Professional attainment (-<>%) 

1. Scholastic preparation. 

2. Professional training. 

B. The recitation (15% ) 

1. I'reparalicMi of tcai-hcr ;ni(l i)iipils. 

2. .vppropriateness of sul>j('ct matter. 

3. Definiteness of aim and piii])ose. 

4. Slvill in questioning. 

5. Progression in plan. 

0. Care in assignment of lessons. 
7. Balancing of lines of work. 

C. Results in scholarship of pupils (20%) 

1. Acquisition of facts and relations. 

2. Accuracy. 

3. General information. 

4. Awalicning or scholai'ly inlcrest. 

5. Clearness and elegance df <'\i)i'esslon. 

II. Governing and Disciplinary Ability 30% 

A. Moral and social influence on pupils and commu- 

nity (10%) 

Alillity to develop in the i)Uplls the altruistic 
virtues — recognition of law and social rights. 

B. Al)ility lO develop egoistic virtues — industry, hon- 

esty, reliability, fidelity, etc (10%) 

C. Personality and ajiiK^-irance of teaclier (10%) 

Personal and moral woi-th and influence, habits, 
disposition, health, attire. symi)athy. energy, 
mnnliness or womanliness, honesty, etc. 

III. Professional and Conununity Interest 15% 

A. Co-operation with othei' teacliei's and with sujier- 

visors (5%) 

B. Interest in aims and plans of school cipniiniinit\ . . . .(5%) 

1. Care of school ])roi)ei'ty 

a. I'rotecfion of supplies and furnilnre. 

b. Neatiu'ss. 

c. School dccoi'ation. 

2. Building up of sti'ong school sentiment in the 

community. 

3. Educational, literary or social cluli work. 

C. Professional pursuits (5%) 

1. Present lines of ])rofessional study. 

2. Reading of educational literature. 



EDUCATION IN INDIANA. 37 

C Professional pursuits— Continued. 

3. Attendance upon summer schools, institutes 
and associations. 



Total % 

Teacher. 



. .City) 

y Superintendent. 
Town J 



.Ind., , 1903. 



Form 1. as indicated, is for the use of county superintendents in grad- 
ing the teacliers under tlieir supervision. Form II is for tlie town and city 
superintendents. Form III is a detailed analysis of Form II, and is in- 
tended more especially for guidance of teachers in their study, but 
may be used by the city and town superintendents desiring the longer 
form. 

The city and town superintendents should hand the success grades to 
their teachers not later than July 1st each year, and forward copies of 
the same to the county superintendents, who will Iveep the official success 
records for the counties. 

The county superintendents should aslv the county councils to provide 
supplies of blanlvs and records made necessary by the passage of this act. 

The following explanations of tlie schedule are submitted: By 
"scholastic preparation" is meant tlie time spent in study in some of the 
higher educational institutions in addition to the scholarship as shown on 
license. Teachers slionld be encouraged to study at least four years in 
advance of the work they are engaged in. A high school teacher should 
have a four years' college course and a grade teacher at least a four 
years' high school course, etc. 

The teacher who is really interested professionally is the one who seelis 
most persistently to better fit herself both by scholastic and professional 
training for more tliorongh worlv. Experience is sometimes counted by 
superintendents as a large factor in marking success, but the teacher who 
has taught twenty or more years may have shown in all that time no 
professional interest and little al)ility. and may have been unwilling to 
spend any of her time or money in real preparation for her work. It 
seems to me that a teacher who is willing to teach ten or twelve years 
without first having made extensive preparation for good work in some 
first-class school, ought to be ranked very low in success. 

The remaining items under I and II will ))e readily understood. 

By "community interest" is meant tlu' co-operation of teacher with the' 
other teachers and the principal or superintendent in furthering the aims 
and plans of the school community. Many teachers who are satisfactory 
in their schoolroom work do not lit into the community life of the school. 
They are controlled by little troul)les of various kinds, and are often 
exclusive and self-centered. This always gives annoyance to the principal 
and keeps him constantly adjusting troul)les. Again, many good teachers 
are without ambition to assist in the general welfare of the school. They 
k)ok after their own room, but give no time or attention to help carry out 



38 EDUCATION IN INDIANA. 

the suggestions from the principal or suix'riiitendent. The best teacher 
co-operates heartily with her principal, her superintendent and associates 
in all movements for the improvement of the school and the school com- 
munity. 

"Professional pursuits" is an important item. A teacher who is 
satisfied simply to teach school without investigating and improving, 
except as suggested by the principal or superintendent, is not doing her 
best. She shoidd be interested in good worlds on peilagogy. psychology, 
methods, etc. Her reading of school periodicals, attendance upon educa- 
tional gatherings, her Ivuowledge of current events and the literature of 
the day. are all important factors to be considered in marking the success 
grade. 

The difficnlt.v in applying these sclicdulcs will lie in niarlving tlic 
details. After having marked the items conscientiously the superintendent 
often finds that he does not give his real estimate of the teacher. He feels 
that it is too much or too little, especialh' Avhen she is compared with 
other teachers whom he has marked just as carefully on the same plan. 

The superintendent should have in niind all the items niciitii)iu'd in the 
schedules, but it will l)e difficult to mark them separately. After all, one',-; 
"general impression" of a school is a )>etter guide than the summary of 
the several items, especially Avhen the superintendent is in doubt. 

A teacher is successful when she is training her children to love order, 
obedience, politeness, and to have reverence for things sacred. In .iudg- 
ing the work of a gardener we pay very little attention to the "method" 
of planting, sowing, cultivating or reaping, but the emphasis is placed 
upon the growing plant in its various stages, and to the finished product. 
Likewise, in passing judgment upon the work of the teacher, the general 
spirit of the school, rather than the detailed analysis; the "general 
impression" of the teacher's worth instead of the grading of the seA'eral 
items, should guide the superintendent in marking the success grades. 

A-. STATE LICENSES. 

Tn 1899 the legislature oavo ai)|)li('aiits for teachers' license the 
privilege of sending tlicii' iiiaimscri])fs 1o the department of piihlic 
instruction to he gradtMl. Tliis ciilitlcs tlieiii to a license to teach 
in anv coniitv in tlic state instead of in one ('(iiiiily if the niann- 
scripts are examined and iii'ade(l liy tlie (•(Hinty snperiiifenileiil. 
Tlie law has heen a great con\-enience to teachers and has al llie 
same time assisted materially in raising the standard of examina- 
tions. 

I. READINO CIRCLE BOARD. 

The state superintendent is, ex officio, a member of the rea<1ing 
circle hoard of the state. Idiis board and the department lia\(' a 
coninieii pnrpose in selecting the best lileralnre for teachers and 
pni)ils. 



EDUCATION IN INDIANA. 39 

III. STATE NORMAL SCHOOL BOARD OF TRUSTEES. 

The state superintendent is also, ex officio, a member of the 
board of trustees of the state normal school. This duty serves to 
keep the department in close tonch with the professional training 
of teachers and the evcrvdaj practical pedagogical problems. It 
is a duty, too, whicli takes the superintendent away from his 
clerical duties and brings him face to face with the actual problems 
of teachers. 



B. THE STATE BOARD OF EDUCATION. 

1. KISTORY. 

When Caleb Mills first suggested a Ixiard of education for 
Indiana it was to consist of a county su]iorintendent chosen from 
each of the congressional districts. When in 1852 the board was 
created it consisted of the state suj^erintendent, and the governor, 
secretary, treasurer and auditor of state. In 1855 the attorney- 
general was added. In 1865, it was changed and consisted of the 
state superintendent, the governor, the president of the state uni- 
versity, the president of the state normal school (not established 
till 18Y2), and the superintendents of schools of the three 
largest cities in tlie state. In 1875 the president of Purdue Uni- 
versity was added. In 180!) the general assembly enacted a law 
providing for three additional mendiers to be appointed by the 
governor. They must be three citizens of prominence, actively 
engaged in educational Avork in the state, at least one of whom shall 
be a county siipcriiiteiKlcnt, iioiio of wlioiii sliall be appointed from 
any county in which any other member of the state board of educa- 
tion resides, or from wliich any other member was appointed. 
Under this last provision the present board has the following- 
membership : 

Uassett A. Cotton, president, state superintendent public in- 
struction. 

W. W. Parsons, secretary, president state normal school. 

Hon. W. T. Durbin, governor of Indiana. 

Dr. William L. Bryan, president Indiana university. 

Dr. W. E. Stone, president Purdue university. 



40 EDUCATION IN INDIANA. 

Dr. W. T. Stott, president Franklin college. 

C. IST. Kendall, superintendent Indianapolis schools. 

r. W. Cooley, superintendent Evansville schools. 

J. N. Study, superintendent Ft. Wayne schools. 

Prof. J. M. Bloss, ex-state superintendent of public instruction. 

E. E. Robey, superintendent Howard county. 

The state board of education with its ex officio membership has 
always been regarded as a unique feature in the Indiana system. 
Indeed its strength has been due to its ex officio membership. At 
times it has had in its membership such men as David Starr 
Jordan, John Merle (^oulter, and Lewis H. Jones, men of national 
and international rcjuitation. So constituted it will necessarily 
always have the best qualified educators of the state, 

2. ADMINISTRATION. 

a. EXAMINATIONS. 

The state board of education is responsible for all examinations 
of teachers and makes all questions used in these examinations 
which are for the following grades of license : 

1. Primary license, one, two and three years. 

2. Common school license, one, two and three years. 
e3. High school license, one, two, three and five years. 

4. Professional license, eight years. 

5. Life state license. 

In addition to making the questions the board conducts the 
examination and examines and grades the iii;miis('ri])ts of appli- 
cants for professional and life state licenses. All other examina- 
tions are conducted by the county sujiei-intciKlciil, and the manu- 
scripts are graded by the county snpci'inlciMlciit or by the slate 
superintendent. The law ]>rovides foi- ;iii exjiiiiiiiiit ion to be held 
on the last Saturday of the first eight iiioiillis in encli year. 

h. REGULATIONS CONCERNING EXAMINATIONS AND LICENSES. 

The following eireulai' was issued by the state sn])eriiitendent 

of public instruction. 

Li(li:in;ii)()lis. Ind., .lanuiu-.v 15, 1904. 

All applicants for coniiiioii scIkhiI or primary licenses during the year 
1904— either state oi- county licenses— may select eitlier one of two lists of 



EDUCATION IN INDIANA. 41 

questions on the subjects of history and literature. In each subject, one 
list will be based upon the general field of the subject, the other upon the 
reading circle book corresponding with it. 

Grades of Licenses. 

I. Life State License for Graduates of Higher Institutions of Learn- 
ing Only.— The state board of education revised its rules governing appli- 
cants for life state licenses by the addition of the following resolutions: 

Resolved, That the rules of the state board of education relating to 
examinations for and the granting of life state licenses, shall be and are 
hereby amended by tlie addition of the following: All graduates of higher 
institutions of learning in Indiana, or otlier institutions of equal ranli in 
otlier states approved by tliis board, which require graduation from com- 
missioned high schools, or the equivalent of the same, as a condition of 
entrance, which maintain standard courses of study of at least four years, 
and whose work, as to scope and quality, is appi'oved by the state board 
of education, shall, on complying with the conditions enumerated below, 
be entitled to life state licenses to teach in Indiana: Provided, however. 
That graduation by the applicant shall have been accomplished by not less 
than three years' resident study and by thorough, extended examinations 
in all subjects pursued privately and for which credit has been given by 
the institution: And, provided further, That the requirement as to three 
years' resident study shall apply only to applicants gi*aduating after 
January 18, 1900. 

First. Such applicants must have held one or more sixty months' 
licenses or a professional license. (See requirements in this circular.) 

Second. They must present to the state board of education satisfac- 
tory written testimonials from competent superintendents, special super- 
visors, teachers, or other school officials to the effect that they have 
taught and managed a school or schools successfully for a period of not 
less than thirty months, at least ten of which shall have been in Indiana. 

Third. They must pass thorough, satisfactory examinations in any 
three of the following subjects: (1) General history of education; (2) The 
school system and the school law of Indiana; (3) Educational psychology; 
(4) Experimental psychology and child study: (.">) Leading school systems 
of Europe and America; (6) Science of education, and (7) The principles 
and methods of instruction. 

Fourth. Before entering upon the examination, such applicants shall 
present to the state board of education satisfactory evidence of good 
moral character, and shall pay five dollars each (the fee prescribed by 
law), which can, in no case, be refunded. Examinations in the subjects 
named above may be taken on the last Saturday of April. 

Fifth. A license will be granted to those who malie a general average 
of 75 per cent., not falling below 65 per cent, in any subject. 

II and III. For Applicants, not Graduates of Higher Institutions of 
Learning.— Life state and professional. 

Examinations for these licenses will be conducted in the months of 
February and April. 



42 F.DVCATTON IN INDTAXA. 

Section 1. Subjects for February: Algebra, civil government, Ameri- 
can literature, science of education, and two of the following three 
subjects— Elements of physics, elements of botany, and Latin (Latin 
grammar, two boolis of Caesar and two of Virgil). A satisfactory exami- 
nation on the above entitles the applicant to a professional license, valid 
in any Indiana school for eight years. 

Section 2. Subjects for April: Geometry, rhetoric, general history, 
English literature, physical geogi-aphy and two of the following three 
subjects— chemistry, geology, and zoology. A satisfactory examination 
on both 1 and 2 entitles the applicant to a life state license. 

The following requirements govern the application for life state and 
professional licenses: 

1. Applicants for life state and professional licenses must have held 
two thirty-six months' licenses in Indiana, or an equivalent in anothei- 
state, obtained by actual examination, and must have taught successfully 
at least forty-eight months, which fact shall be properly certified to and 
sent with the manuscript to the state board of education. 

Before entering upon the examination, applicants shall present to the 
examiner satisfactory evidence of good moral character and professional 
ability. Applicants for life state license shall pay five dollars each (the 
fee prescribed by law), which can, in no case, be refunded. 

2. Applicants for professional license will take the February exami- 
nation only. 

3. No fee is required of applicants for professional license. 

4. A license will be granted to those who make a general average of 
seventy-five per cent, not falling below sixty per cent, in any subject, 
and who present satisfactory evidence of professional ability and good 
moral character. 

5. An applicant for a life state license failing in the examination for 
the same, but who will have met all the requirements for a professional 
license, shall receive such license, or if he reach the required average for 
a professional license, but fall below the standard per cent, in one subject, 
he may be conditioned in such subject, and may be granted a professional 
license, on the same conditions as if lie had oi'iginally api)lie(l for a license 
of this class. 

6. An applicant is "conditioned," that is, he may complete the work 
at the next regular examination, if he makes the required general average 
and pass successfully upon all the branches except one, required for the 
license applied for. A statement setting forth this fact will be furnished 
such "conditioned" api)licant, who must present the same to the county 
superintendent, who will forward it witli the conditioned manuscript to 
the department of public insti'uction. 

Where the Examinations May Be Tal'en. 

Applicants for a professional license or a life state license may be ex- 
amined by members of the state board of education at any one of the fol- 
lowing places on the last Saturdays of February and April, respectively: 

1. In the department of public instruction, state house. 

2. In the office of the city superintendent of schools, Fort Wayne. 



EDUCATION IN INDIANA. 43 

3. In the office of the city superintendent of schools, Evansville. 

4. In the office of the county superintendent of schools, Valparaiso. 

5. In tlie office of the county superintendent of schools, Richmond. 

6. In the office of the county superintendent of schools, Terre Haute. 

7. In the office of the county superintendent of schools, Lafayette. 

8. In the office of the city superintendent of schools, Seymour. 

9. In the office of the city superintendent of schools, Bloomington. 

Rules. 

1. Write upon one side of the paper only, using legal cap. 

2. See that the answers to the questions in each branch are entirely 
separate from those of any other branch, and securely fastened together. 

3. Write full name and postoffice address upon each set of answers, 
and upon every sheet disconnected from the first one. 

4. Answer the general questions upon a separate sheet. 

5. Furnish the examiner with recommendations required, which are 
to be filed for future reference. 

Applicants should furnish to the examiner the necessary postage to 
send manuscripts. 

IV. Sixty Months' State License.— This license is valid to teach any 
subject in any non-commissioned high school in the state; to teach all of 
the common branches in any school in the state; and to teach the subjects 
upon which the examination is made in any commissioned school. The 
examination may be taken on the last Saturday of any of the first eight 
calendar months, but must be taken in two divisions, as follows: 

The first division, an average of 95 per cent., not falling below 85 per 
cent, in the common branches;" the second division, an average of 75 per 
cent., not falling below 60 per cent, in any of the five branches, as 
follows; 

Group 1— Literature and composition (required by all applicants). 
Group 2— Algebra or geometry (one re(iuired). 

Group 3— Botany, zoology, cliemistry, physics, or physical geography 
(one required). 

Group 4— History and civics, Latin or German (one required). 
Group 5-One subject from "2," "3," or "4" not already taken. B^ive 
subjects are required in this division. 

In order to secure a sixty months' license the MSS. of both divisions 
must be sent to this department, by number, for gradation. The fee of 
$1.00 must be sent with the MSS. in each division. These examinations 
may be taken in any county. 

Note 1. An applicant who has never taught may take the examination 
in any county. 

Note 2. An applicant who has taught must take the examination in 
the county in which he last taught unless he has permission from the 
county superintendent under whom he last taught, and then he must bear 
recommendations and be fully identified to the county superintendent to 
whom he applies for examination. 

V. Thirty-six Months' State License.— Valid to teach the common 
branches in any common school of the state for a period of three years. 



44 EDUCATION IN INDIANA. 

It is issued by the state department. The examination may be taken on 
the last Saturday of any of tlie first eight calendar months. General 
average, 95 per cent.; minimum grade, 85 per cent. 

VI. Twenty-four Months' State License.— Valid to teach the common 
branches in any school of the state. General average, 90 per cent.; min- 
imum grade, 80 per cent. Other conditions same as "V." 

VII. Twelve Months' State License.— Valid to teach the common 
branches in any school of the state for a period of twelve months. Gen- 
eral average, 85 per cent.; minimum grade, 75 per cent. Other conditions 
same as "V." 

VIII. State Primary License.— For periods of one, two or three years 
upon averages and minimums as in V, VI and VII. These licenses are 
issued by the state department of pnl)lic instruction, and examinations 
may be taken on the last Saturday of March April, May, June, July or 
August. 

IX. State High School License.— Issued by the department of public 
instruction and valid to teach high school subjects in any of the schools of 
the state. The applicant must be examined upon all subjects he desires 
to teach. No license will be issued for a period of more than one year 
unless the applicant write upon at least five subjects. The averages and 
minimums are the same as in V, VI and VII. The examinations may be 
taken on the last Saturday of any of the first eight calendar months. 

X. County Common School Licenses.— Issued by county superintend- 
ents for periods of three, two, one and one-half years, and valid to teach 
the common branches in the schools of the county in which the license is 
granted. The questions for these and all other examinations are fur- 
nished by the state board of education. Examinations are conducted on 
the last Saturday of each of the first eight calendar months. The aver- 
ages and minimums are the same as in V, VI and VII. 

XI. County Primary Licenses. — Issued by the county superintendent 
for periods of one, two and three years. The examinations may be taken 
in March, April, May, June, July or August. Other conditions the same 
as in X. 

XII. County High School License.— Issued by the county superintend- 
ent for periods of one, two and three years. Other conditions tlie same 
as IX. 

XIII. Fees.— An applicant for any grade of license mentioned in V, 
VI, VII, VIII and IX above, must pay the fee of one dollar. This fee pro- 
vides for one trial only if the applicant secures a license. If he fails to 
secure a license he may have a second trial. A third trial is granted in 
case of a second faihu'e. Tliese three trials may be made for the one fee, 
provided they occur within one calendar year; otherwise, the usual fee 
must be paid for the second or third trial. 

Applicants for the first division of a sixty months' license are entitled 
to three trials in any one calendar year for one fee in case of failure to 
make the required grades, provided a lower grade of license is not issued. 

XIV. Sixty Months' License— High School License.— If an applicant 
fall too low in the common school bi'anches. a license will be issued on 
each section separately in accordance with the standard attained by him 
in such sections; in which case a subsequent examination would make 
necessary an additional fee. 



EDUCATION IN INDIANA. 45 

c. SCHOOL BOOK COMMISSIONERS. 

The state board of education is the state l>oard of school book 
commissioners. As sncli it adopts text-lxioks for the common 
schools for periods of five years. When a contract has been made 
with a publisher the books are secnrcd for tlie pnblic by a requisi- 
tion of the county superintendent for th(^ nundjer of books needed 
in his county upon the state superintendent, who in tin-n makes 
requisition upon the contractor for the nund)('r of l)()oks needed in 
the state. The county su]ierintendent becomes the agent for the 
sale of these books and makes his reports to the various contractors. 

This plan of securing uniform textdxwks has been regarded as 
very successful and it is believed tliat the tVdlowing advantages are 
gained from such uniformity : 

1. It insures good books at a uniform low price. 

2. It obviates the ]mrchase of now l)ooks when children move 
from one part of the state to another. 

3. It makes classification easy. 

■1. It puts teachers in closer touch. 

5. It makes a uniform course of study more effective. 

(/. HIGH SCHOOL COMMISSIONS. 

The state board of education in order to keep some uniform 
standard of efficiency in high schools has established certain 
requirements in the work which entitle high schools to commis- 
sions. These commissions carry with them exemption from exami- 
nation for entrance to the freshman class in the higher institutions 
of learning. Upon the recommendation of the state superintendent 
members of the board inspect the work of high schools and deter- 
mine whether tlie requirements for commission have been met. 
This work of the board has resulted in a perceptible increase in 
the efficiency of the high schools, since all schools want commis- 
sions, and when once obtained every effort is made on the part 
of school officials, teachers and patrons to retain them. Following 
are the requirements necessary for a commission : 

The following- coiu'se of study for the commissioned high schools of 
Indiana was adopted by the state board of education. July 2. 1902. It is 
a revision of the course adopted in 1898. It provides for required work as 
follows: Three years of language, three years of history, three years of 



46 EDUCATION IN INDIANA. 

mathematics, two years of soieiicc. lour years of English, and eh'ctives to 
complete a full course of four years. It is not intended that the course 
should be an absolute one, but that it sliould guide local school officers and 
teachers and form the basis of a minimum course. For example, the 
option is given in the first year to study either botany or zoology, or one 
of four languages. In the third year to pursue the study of England 
throughout the entire year, or to divide the j'car between the French and 
English history; in the fourth year to study either physics or chemistry, 
or both, or to carry throughout the year any one of a number of electives 
It is the desire of the board to have a few^ subjects continued throughout 
the entire course, rather than a great field of subjects each through a 
brief period. It would not seem advisable to drop one year of English for 
the purpose of substituting an elective, nor does it seem advisable to drop 
one year of history and substitute an elective in a different department. 
A course of study containing few subjects, pursued throughout the entire 
high school course, has many advantages: First, It gives excellent train- 
ing, scholarship and discipline in a given subject. Second, It malces 
necessary fewer teachers. Third, It requires a smaller library and equip- 
ment. The board recognizes the fact that a great many students do not 
continue their education beyond the higli school. For that reason, the 
option is given of substituting commercial arithmetic or bool^lvceping for 
solid geometry. It is the intention of the state board of education to 
inspect as many of tlie commissioned high schools each year as it is pos- 
sible for them to reach. The points of interest to them are those required 
of all commissioned high schools, namely: First, The character of the 
teaching must be satisfactory. Second, The high school course must 
not be less than thirty-two months in length, continuing from the eighth 
year. Third, The whole time of at least two teachers must l)e given to 
the high school work. Fourth, The pursuing of few subjects throughout 
the entire course rather than many covering short periods. Fifth, A 
library adequate to meet all the demands for reference work and genei*al 
reading supplementary to the regular text-books. (See recommendations 
in connection with the outlines of the different subjects and reference list 
on page 35.) Sixth, Laboratories fully equipped to do all of the necessary 
work in the sciences pursued in any given high school. Seventh. No 
science should be taught for a term of less than one year. Eighth, Ad- 
mission to the high school must be given only to those Avho have com- 
pleted to the entire satisfaction of the school officers and teachers, all of 
the work of the grades. Ninth, Tlie high school building must be kept in 
good order, the sanitary appliances adequate, the heating and lighting- 
good, and outhouses and indoor closets clean and sanitary. Tenth, All 
courses leading to college entrance should provide at least three years 
of foreign language. Eleventh, Psychology, sociology and political econ- 
omy should not be taught in high scliools. Twelfth, Beginning with the 
school year ino;i, eacli high school must have in its faculty at least one 
graduate from an acceptable normal school, college or imiversity. Tliir- 
teenth, The course of study must be at least a fair equivalent of the 
following: 



EDUCATION IN INDIANA. 

COURSE OF STUDY. 



47 




(Reqiiire<l-) 
Algebra. 

Botany or Zoology. 
English- 



Language- 
la) Latin, 

(b) German, 

(c) French 

or 

(d) Greek. 



Algebra, one-halt 
year, and Plane 
Geometry, one-halt 
vear, or Concrete 
Geometry, one-halt 
year. (Elective.) 



English. 



History of Greece.! 
one-half year, and 
History of Rome 
one-half year. 



Plane Geometry, one-l English. 

y^'^'^- I ment. 

Physics or Chemis- 
try. 



English. 



History of Englan(l, 
one year, or French 
and English His- 
tory, one year (one 
half year each ^ 



Electives- 
Physical 

phy. 
(ieology. 



Geogra- 



Language. 



Language. 



Commercial Arith- 
metic. 

Bookkeeping or 
Language, one 
year. 



ino- is u higli sclio.)l inspection blank used by the 



The follow 
board of education : 

REPORT OF HIGH SCHOOL INSPECTION. 



Incl., 



190. . 



To the State Board of Education : , , , , 

Gentlemen-Having visited the high school a • -^ • • ^^^ 

on the ^ y 

„;,«■ „;;V,;.n,«;iV 'a Va.;.!;.. ..m.e.tlo„ ot sal<l .Cool, I beg .0 submit the 
subjoined report: 

1. Physical Conditions: 

(a) Building ' ' 

Heating 

Ventilation 

Premises 

Outhouses 



(b) 
(c) 
(d) 
(e) 
(f) 
(g) 



II. 



Name 
(a) 
(b) 
(0 
(d) 



III. 



and Educational and Pedagogical Qualifications of the 

Superintendent 

High school principal 

First assistant 

Second assistant 

(e) Third assistant ' ' 

(t) '.'..'... 

(g) 

Course of Study (Number of months of work m): 

(a) Composition and rhetoric 

(b) Literature 

(c) Physics 



48 EDUCATION IN INDIANA. 

III. Coiir.se oi" Study— Contiuucd. 

(d) Zoology 

(e) Botany 

(f) Geology 

(g) Chemistry 

(h) Latin— 

a 

b 

c 

d 

(1) History and civics— 

a 

b 

c 

d 

(j) Algebra 

(k) Geometry 

(1) 

(m) 

(n) 

IV. * Libraries: 

(a) No. classical books 

(b) No. mathematical ])ooks , 

(c) No. scientific books 

(d) No. literary books 

(e) No. reference books, as dictionaries, etc 

(f ) 

(g) 

V. t Apparatus: 

(a) For work in physics 

No. of pieces and value 

(b) For vs'ork in botany 

No. of pieces and value 

(c) For chemistry 

No. of pieces and value 

(d) For zoology 

No. of pieces and value 

(e) 

(f) 

VI. Enrollment: 

(a) In senior class 

(b) In junior class 

(c) In second year 

(d) In first year 

(e) In grades below high school 



*List of titles .should be attached on separate sheet unless the library is very large. 
tList of most important pieces should be attached. 



EDUCATION IN INDIANA. 49 

VII. Remarks: 

(a) On character of instruction 

(b) On spirit of sctiool and community 

(c) On average age of graduating class 

(d) On needs of the school 

(e) On the length of school term 

(f) On attitude of school officers 

(g) 

VIII. Recommendations: 

(a) 

(Signed) 

e. STATE LIBRARIAN. 

The state board of education appoints the state librarian and 
assistants, who hold office during good behavior. It is thus respon- 
sible for the efficiency of the library system of the state. 

f. STATE NORMAL VISITING BOARD. 

The law provides for an annual board of visitors which shall 
inspect the work of the state normal school. This board of visitors 
is appointed by the state board of education. Its membership is 
chosen from the prominent educatf)rs of the country and its work 
is intended to be helpful in a suggestive way to the institution. 



4— Education. 



II. County Supervision. 



A. COUNTY SUPERINTENDENT. 

1. inSTOEY. 

County supervision has come to be what it is today through a 
long' process of development. As early as 1818 the general 
assembly made it the duty of the governor to appoint for each 
county a seminary trustee. The duty of this officer was almost 
entirely connected with the financial problem. In 1824, the law 
provided for the election of three trustees in each township and 
placed examining teachers and granting licenses among their 
duties. The examiners were not school men, and the meager test 
covered the subjects of reading, writing and arithmetic. There 
were only six organized counties at that time. 

In 1831 the law provided for a school commissioner for each 
county who looked after the funds of the local school corporations 
and who was elected for a term of three years. In 1833 in addi- 
tion to the school commissioner for the county and the three 
trustees for the township provision was made for the election of 
three subtrnstecs in each district, to hold office one year. These 
district trustees examined a])plicants and employed teachers. The 
law of ]83n made it legal for any householder to employ a teacher 
in case of failure to elect district trustees. In 1837, in addition 
to all these officers, and with only a slight modification of their 
duties, the circuit court was authorized to appoint annually three 
examiners whose duty it should be "to certify the branches of 
learning each np])lif':nit wns (|u;ilifie(l |o tencli.''' During the next 
decade no change was made in the county system. In 1847, Caleb 
Mills in the second of his famous messages gave as one of the 
essential characteristics of a state system of schools, efficient super- 
vision, state and county. Tlic law of 1840 abolished the office of 
county school commissioner, retained the three school examiners 

(50) 



EDUCATION IN INDIANA. 51 

in each coiintv, and the tlirec township trnstees, but substituted 
one trustee in each district instead of three. This was the 
beginning of the sini])litication of the school machiner^^ of the 
county. Tliis haw prescribed a minimum school term, made 
schools in each township of uniform length, and adopted an elab- 
orate system of records and reports through teachers, district and 
township trustees, the countv auditor and treasurer, the superin- 
tendent of common schools, and the legislature. 

The new constitution in 1851 left the county school machinery 
practically as the law of 1810 had left it, and so it remained till 
the sixties. The law of 1852 did make the licensing of teachers a 
part of the duty of the state superintendent of public instruction 
l)y himself or deputies Avhom he was authorized to appoint, one to 
a county. This arrangement did not prove satisfactory. In 1856 
Superintendent Mills recommended the appointment of three ex- 
aminers to each county to constitute a board. In 1859, Superin- 
tendent Rugg, speaking of the system, said that there was "a gap 
in the supervision of its interests and affairs, which, if properly 
tilled, would contribute much to facilitate its workings and assist 
in its administration." He recommended that the examiners, in- 
stead of the auditors, be held responsible for the annual school 
reports ; that they should visit and inspect the schools of their 
respective counties, looking to greater uniformity in their organi- 
zation and management. The outcome of these recommendations 
was a change in the law of 1861 substituting one examiner with a 
term of three years for the three that had held office in each county 
and placing the appointing power in the board of county commis- 
sioners. This law made all examinations public and prohibited the 
granting of a license upon private examinations. It was another 
step towards the simplification of the school machinery of the 
county and resulted in great advance. But the greatest advance 
appeared in the provision that "said examiners shall constitute a 
medium of communication between the state superintendent of 
public instruction and the subordinate school officers and schools; 
they shall visit the schools of their respective counties as often as 
they may deem it necessary, during each term, for the purpose of 
increasing their usefulness, and elevating as far as practicable the 
poorer schools to the standard of the best ; advising and securing. 



52 EDUCATION IN INDIANA. 

as far as practicable uniformity in their organization and manage- 
ment, and their conformity to the law and the regnlations and 
instrnctions of the state board of education and of the state super- 
intendent of public instruction, and shall encourage teachers' 
institutes and associations. They shall receive from the trustees 
their reports of enumeration and their regular school and other 
reports which are required l)v law to be made by them, and other- 
wise gather up the necessary data and information, including that 
relative to private schools, high scIkjoIs, colleges and other private 
institutions of learning Avithin their respective counties, so as to 
present a view of the educational facilities of the state and enable 
them to make full and comy)lete reports to the state superintendent 
of public instruction ; and receive for, and distribute to the town- 
ship libraries such books as may be furnished for them, and advise 
such a disposition and use of them as will tend to increase their 
usefulness and advise the trustee as to the most approved school 
furniture, apparatus and educational agencies." 

While a great advance had been made, the feeling soon became 
apparent tliat the good of the schools required better service than 
could be rendered by the examiner under these conditions. In re- 
sponse to a call made by State Superintendent Iloshour the exam- 
iners met in Tndianai)olis in convention for the first time on l^o- 
vember 6, 1862. They discussed such |)roblems as qualifications of 
teachers, examinations, visitation, and reports. The second state 
convention of examiners met at the call of State Suj^erintendent 
Hoss in the summer of 1800 ;nid among the changes recommended 
was one calling for the creation of a county board of education. 
Tn ISOS Superintendent Hobbs held that "to be able to judge of 
the practical qualities of teachers the examiners should spend 
enough time with them in their schools to know that their work 
is professionally done ; that the entire time of one man is not too 
much for the work demanded in a mnjority of the counties." In 
1872 Superintendent Hopkins uukIc IIk^ recommendation that the 
ofiice of school examiner ho abolished ;iiid that of county superin- 
tendent be crented. As a result of these cumulative recommenda- 
tions by the leading educators of the state the general assembly 
of 1873 created the office of county superintendent. This law 
provided that "the township trustees of the several townsliii)s shall 



EDUCATION IN INDIANA. 53 

meet at tlie office of the county auditor of their respective counties 
on tlie first Monday of Jnne, eighteen hundred and seventy-three, 
and biennially thereafter, and appoint a county superintendent.'' 
The act did not create a new office, it merely changed the name and 
enlarged the powers of the old office. The change made the term 
two years and increased the function of supervision. This law 
carried with it no educational or professional requirements, but the 
people as a rule saw that the best men available were chosen. Tlie 
status of county supervision remained unchanged, but for a few 
simple modifications, till the general assembly of 1899 extended 
the term of office to four years, and holding a thirty-six months' 
license, or a life or professional license a test of eligibility. 

Since 1873 supervision for the rural schools has meant some- 
thing in Indiana. The teachers pass rigid examinations, for which 
the questions are provided by the state board of education, and the 
examination and grading of the manuscripts may be done by the 
county superintendent or the state superintendent. The county 
superintendent makes systematic supervision a large part of his 
Avork. The rural schools have all been graded, the standard of 
efficiency has been constantly raised, and through the good work 
of the county superintendent the children are receiving advantages 
equal to those of the towns and cities. Such men as Dr. B. W. 
Evermann, of the U. S. Fish Commission, and Supt. W. II. Elson, 
of Grand Rapids, Avere formerly among the successful county 
superintendents of Indiana. 

2. ADMINISTEATION. 

a. TENURE, ELIGIBILITY, SALARY. 

The term of the county superintendent is four years, and he is 
eligible for re-election during good behavior. The educational 
qualifications, holding a three years' license, is still meager, and 
there is no professional qualification. The office is still often the 
spoil of party politics, since the political complexion of the 
majority of the trustees too often determines the election. It must 
be said, hoAvever, that Indiana has been fortunate in having as 
county superintendents men of integrity and ability interested in 
the schools. The salary, Avhich is much too small, is four dollars 



54 . EDUCATION IN INDIANA. 

for every day of actual service and the connty provides office, 
postage and stationery. 

h. EXAMINATIONS. 

The county superintendent with questions provided by the state 
board of education holds one public examination on the last Satur- 
day of each of the following niontlis : January, February, March, 
April, May, June, July and August; but special examinations may 
be held at any time upon the written request of school boards. The 
applicant must file with the superintendent a certificate of good 
moral character from a trustee of the county or from some other 
satisfactory source. 

The county superintendent may issue licenses of twelve, twenty- 
four and thirty-six months, determined by the answers and other 
evidences of qualification furnished by the applicant. 

A teacher who has taught for six consecutive years and holds a 
thirty-six months' license, is exempt from examination in the 
county in which he has taught, so long as he continues to teach 
without interruption. 

There are three grades of licenses based upon the grade of school 
work done, primary, common school and high school. Teachers 
who do primary work, that is, work up to the fourth grade, are 
permitted to teach upon the primary license, wliich, while requir- 
ing a knowledge of the principles pertaining to ]^rimary work, does 
not call for advanced academic training. The common school 
license is valid in grades one to eight inclusive, and calls for hirger 
scholarshi]). Tlu^ liigh scIkmiI license is valid in liiiili scliiMtls. A 
county or states liigli seliool license may be granleij n|>nn one or 
more subjects. 

The county superintendent has tlie power to revok(> liccMises 
heretofore granted by himself or liis ])re<hx'essors or granted l)y the 
state superintendent of ])ublic instruction, foi- iiiccMupetency, im- 
morality, cruelty or general neglect of dnly on the part of the 
teacher. The teacher may appeal to the state superintendent of 
public instruction, whose decision is fimil. 

The county superintendent provides for the examination of all 
applicants for graduaticm in the common school branches from 
township, district or town schools during the months of March, 
April and May, and furnishes them certificates of graduation, if in 



EBVCATtON IN INDIANA. 65 

the judgment of the county superintendent they are entitled 
thereto, which entitles the recipients to enter any township, town 
or city high school of the state. He likewise provides for the 
examination of all applicants for graduation from the township 
graded or town graded high schools not employing a superintend- 
ent, during the months of April, May and June, and furnishes 
them certificates of graduation, if entitled thereto. He attends as 
many commencements as he can of the township and town schools, 
and also of the township and town high schools. 

In addition to these examinations the county superintendent 
provides questions for bimonthly examinations in the schools. 
These questions are prepared by a committee of county superin- 
tendents, and printed and distributed by the state superintendent 
of public instruction. It is upon these examinations that the rural 
teacher promotes his pupils. 

Lists of questions issued by the county superintendent are sub- 
mitted here. 

FIRST EXAMINATION— 1903-1904. 

Questions for the First Examination, Based on the First Part of the State 
Course of Study. 



WRITING. 5. Permit each pupil to select and read 

some lesson, or part of a lesson, 
which has been studied during the 
year. 

SECOND YEAR. 



(irade the penmanship on legibility (40) 
regularity of form (25), neatness (10), move 
ment (10), and improvement (15). 



SPELLING. 1- ^tudy lesson 27, page 141. 

2. Why is the lesson called "A Boy's Tri- 

In each grade teachers select thirty umph? " 

words from the spelling work of the a. What was Willie's temptation? 

last two months, and have pupils 4 Describe Willie's copy-book, 

spell on paper. 5 ^yjjo l^.^^^ ^i^^ j.j^jjj i,,^.^ ^j i,„nor. Wil- 

Grade each pupil on the entire exam- jje or the other boys? Why do you 

ination, deducting one-half percent. think so! 

for each misspelled word. g. Read the lesson orally. 

READING. THIRD YEAR. 

1. Read silently the lesson on page 180. 

2. Why did the Abbot place the bell on 
Give ea,ch pupil a sentence printed or Inchcape Rock! How was it placed! 

written on paper and have him read 3. Why did the mariners bless the Abbot! 

it at sight. What is a mariner! W'hat is an 

Test each pupil on naming at sight abbot! 

words selected from lesson 23, page 4. Describe the wicked act of Sir Ralph 

86. the Rover. What is a Rover! Why 

Have each pupil study a paragraph did he cut loose the bell! 

in lesson 23, page 86, and give it 5. What did Sir Ralph the Rover then do! 

from memory. 0. What happened on his return! What 

Select five words to be spelled by sound lesson may we learn from this story! 

and by letter. 7. Read the poem orally. 



FIRST YEAR. 



56 



EDUCATION IN INDIANA. 



FOURTH YEAR. 

1. Read silently the lesson on page 71. 

2. From the first part of this poem, what 

opinion do you get of the skipper of 
the Hesperus? 

3. What advice was given him? Why did 

he refuse it? 

4. Did he show affection for his little 

daughter? If so, write the lines 
which tell you this. 

5. Tell how he tried to calm her fears 

after the storm began. 

6. Tell the result of the voyage. 

7. Read at least a part of the poem. 

FIFTH YEAR. 

1. Read silently the lesson on page 232. 

2. Between what armie.s was the Battle of 

Waterloo fought? Where? Its re- 
sult? 

3. What scene is described in the first 

and second stanzas? The ofifieers of 
which army were at the dance? 

4. What is described in the third and 

fourth stanzas? In the fifth and 
sixth. 

5. What figures of speech do you find in 

the first stanza? 

6. Read the selection orally. 

SIXTH YEAR. 

1. Read silently lesson on page 231. 

2. What is an arsenal? To what does the 

poet liken it? Why? 

3. What does the poet mean by, " When 

the death angel touches those swift 
keys? " 

4. Who were the Haxons; the Normans; 

the Tartars? 

5. Who were the Aztec priests'? What was 

" their teocallis? " 
G. In the description of a battle given iu 
the seventh stanza, why does the 
poet say: " The diapason of the can- 
nonade? " 

7. In the first part of the poem the poet 

describes the tumult of battle; what 
is his theme in the last four stanzas? 

8. Read the selection orally. 

SEVENTH YEAR. 

(.Skipper Ireson's Ride— Literary Studies, 
page 129. J 

1. Tell briefiy, and in your own language, 

the story given in this poem. 

2. What is meant by— 

" such as chase 
Bacchus round some antique vase?'" 

3. What is nu-ant by," Hulks of old sailors 

run aground," and why does the 
poet use this figure in describing 
part ot the crowd? 



4. Why was Ireson so Indifferent to his 

punishment as to say — 
" What to me is this noisy ride?" 

5. Who first took pity on him, and why? 

0. Name tliree other poems by the same 

author. 

EIGHTH YEAR. 

(Lincoln's Second Inaugural Address— Lit. 
Studies, page 300— 5th Reader, page 310.) 

1. Read the selection silently. 

2. Give a brief sketch of the life of Lin- 

coln. 

3. What was the situation of the country 

at the time this inaugural was de- 
livered (March 4th, 1865)? 

4. What does Lincoln say was the situa- 

tion in the two contending sections 
of the country at the time he de- 
livered his first inaugural address? 

5. What does he say was "the object for 

which the insurgents would rend 
the Union? " What does he say was 
the right claimed by the govern- 
ment? 

6. What seemed to be his personal wish? 

7. Give the substance of the last para- 

graph of the inaugural. 

LANGUAGE AND GRAMMAR. 

SECOND YEAR. 

1. Write a short story about a flower that 

you like. 

2. Write five statements about your 

school room. 

3. Write a statement, change your state- 

ment to a question. 

THIRD YEAR. 

1. Write tlie name of your town, town- 

ship, county and state. 

2. Write three rules for using capital let- 

ters. 

3. Write four names of boys, four of girls 

and four of cities. 

4. Write a story that you learned from 

your reader. 

FOURTH YEAR. 

1. Write the plural forms of marble, tree, 

bird, car, spoonful, cupful, basket. 

2. Write the plural of leaf, knife, wife. 

3. How do you form the plural foi'ms of 

words ending in " y" ? 

4. Write the possessive plural forms of 

the following: boy. bird, lady. 

5. Write a composition on " Our Flag." 

(J. Write a sentence using tin- and an. 

When is an used? 
7. Write a short letter. 



EDUCATION IN INDIANA. 



"57 



FIFTH YEAR. 

1. Write a declarative sentence. 

2. Write an imperative sentence. 

3. What is a simple sentence? Write one. 

4. What is a complex sentence? W^rite 

one. 

5. Write a compound sentence. 

6. Write a business letter. 

7. What are the parts of a letter? 

8. Why is it important to be able to write 

a letter without mistakes? 

SIXTH YEAR. 

1. Write a sentence containing a personal 

pronoun, a relative pronoun, a com- 
pound personal pronoun, 

2. Parse the pronouns in the following: 

" He that filches from me my good 
name robs me of that which enriches 
him not and makes me poor in- 
deed." 

3. What is the antecedent of a pronoun? 

Illustrate in a sentence. 

4. What is an adjective pronoun? Illus- 

trate in a sentence. 

5. To what are the following usually ap- 

plied: who, which, what, that? 

SEVENTH YEAR. 

1. What is a transitive verb? An in- 

transitive verb? Cxive examples of 
each. 

2. Write five sentences using adverlis of 

time; five using adverbs of place. 

3. What is a simple adverb? A conjunc- 

tive adverb? An interrogative ad- 
verb? 

4. Compare the following adverbs: far. 

much, late, well, rapidly, swiftly. 

5. Write five sentences each containing a 

prepositional phrase and two con- 
taining an adverbial phrase. 

6. Illustrate the use of a subordinate con- 

junction, and of a co-ordinate con- 
junction. 

EIGHTH YEAR. 

1. What are the principal elements of a 

sentence? 

2. What is a simple modifier? A com- 

pound modifier? A complex modi- 
fier? 

3. Name the different sentences as to 

form. Illustrate each. 

4. Name the different sentences as to use 

and write one of each kind. 

5. Write a sentence containing an ap- 

positive word; an appositive phrase. 

6. Write a complex sentence. Give its 

analysis. 

7. Write five sentences each containing a 

noun clause. 



GEOGRAPHY. 

FOURTH YEAR. 

1. What is a desert? How might this 

country become a desert? 

2. Name the continents in order of their 

size. Which are joined together? 

3. Locate the Pacific ocean. The At- 

lantic ccean. 

4. WHiat is a volcano? Where are they 

found in the United States? 

5. What color is Tibbu? Why does he go 

to bed at dark? 

6. Tell the color of the .Japan girl. Des- 

cribe the furniture in her home. 

7. What animals are found in Tibbu's 

country? What kind of people are 
the Kaffirs? 

8. In what ways are the people of China 

and Japan alike? In what ways do 
they diff'er? 

9. How do Laplanders dress? Why? 

What animals have they? 

FIFTH YEAR. 

1. Which is the most important nation of 

Asia? Name its products. 

2. To what race do the people of India 

belong? What do they raise? Tell 
from what plant opium is made. 

3. Where is .Jerusalem? Why is it noted? 

What sea is near this city? Why is 
it so called? 

4. W^hat countries in Asia are thickly in- 

habited? 

5. What large river flows through Egypt 

and what city is at the mouth of this 
river? 

6. What can you say of the wild animals 

of Asia and Africa? Name some of 
them. 

7. What is the color of the natives of 

Australia? 

8. What is the direction of the Philippine 

Islands from the United States? 
The Hawaiian Islands? Porto Rico? 
Cuba? 

9. What are some of the products of the 

Philippines? 

10. Where is Manila? For what noted? 

Where is Havana? Santiago? San 
Juan? Ponce? 

SIXTH YEAR. 

1. Sketch an outline of Asia, indicate its 

highlands, show soui-ces, direction 
of the flow and mouths of five of its 
rivers. 

2. Why are the northern plains of Asia 

marshy? 

3. What possessions has England in 

Asia? What has France? Holland? 
The United States? 



58 



EDUCATION IN INDIANA. 



4. Name the inland capitals of Asia. 

5. Trace the line of the Siberian railway 

from the Ural mountains to the 
waters of the Pacific ocean, 
fi. Why is western and soiithern Europe 
so much warmer than the interior? 

7. Locate the sources and the mouth of 

the following' rivers: Danul)e, Vol- 
ga, Po, Rhine, Rhone, Thames. 

8. Name ten cities of Europe, state 

which is the largest and how it 
ranks as a commercial city. 

9. How does Africa compare with Europe 

in general elevation? What portion 
of Africa receives plenty of rain- 
fall? What deserts on each side of 
this area? 
10. What nations have possessions in 
Africa? What two states are in<le- 
peiident? 

SEVENTH YEAR. 

1. Why are none of the African rivers 

navigable to the interior? Describe 
the important rivers, giving rise, 
course and mouth. 

2. What country of Africa lias been re- 

cently conquered. 

3. What government controls New Zea- 

land. What does it export? 

4. How did the Hawaiian Islands come 

under the control of the U^nited 
States? 

5. Name the smallest continent. Tell all 

you can of its surface, climate ami 
products. 

6. Name five seas and four peninsulas of 

Europe. 

7. How many nations of Europe have a 

republican form of government? 
Name them, giving their capitals. 

8. What form of government has Rus- 

sia? Name three cities of Russia, 
giving their kxration. 

0. In what two industries does San Fran- 

cisco rank first? 
10. Compare Canada and Jlexico as to 
size, surface, inhabitants, form of 
government, natural resources, pro- 
ducts :ui<l civili/.iitiiiti. 

A1{ITHMET1C. 

KOIKTH YEAR. 

1. I Iciiry gathered a l>ush(d of beans froiii 

his garden, and sold one-balf nf 
them at 24 cents a peck. ll<i\v niiirli 
nuitiey dill he i-eceive? 

2. Write ill Anibic !.; C: CIA': M. 

\\ rite ill K'liiiiaii I'orty-iiiiie: eiglity- 
one; one thousantl one. 

3. One-eighth of 24 acres of land is 

planted in corn,one-t\vetrtli in pota- 



toes, one-sixth in oats, and the re- 
mainder in meadow. How many 
acres in meadow? 

4. How many pint bottles will it take to 

hold 3 gallons? 

5. A real estate agent bought some land 

fur .S2,000. How much will he gain 
if he divides the land into 4 lots and 
sells them at $600 each. 

6. A farmer traded 500 pounds of hay at 7 

cents a pound for a new mower 
worth $42.50; how much cash should 
he pay? 

FIFTH YEAR. 

1. Whiit is a decimal fraction? A deci- 

mal point? A mixed decimal? 

2. Change to decimals one-fourth, four- 

fifths, one-eighth, 12 and two twenty- 
fifths. 

3. Find the difference between .8 and .08; 

1005.15 and 105.015; 9 and .0009. 

4. When the dividend is .1 and the divi- 

sor is 12.8 what is the quotient? 

5. li three-fourths of a yard of cloth cost 

$2.16, what will be the cost of 5 and 
one-half pieces each containing 447 
yards? 

6. Reduce 21 bushels and 1 quart to 

quarts. 

SIXTH YEAR. 

1. What is a proper fraction? An im- 

proper fraction? 

2. Give two ways that a fraction may be 

multiplied or divided? 

3. Add 3-6 -t- 2-8 -|- 7-9 -f 9-10 -|- 15-20, 

4. Subtract 21i from 42i. 

5. What is ? of I: of ^r< <>f \h\ of 63? 

6. What part of U feet is 3 J inches? 

7. There are 5280 feet in a mile. What 

part of a mile is 770 yards? 

8. A man owned % of a factor.v. He sold 

",'i of his share. He gave % of the 
renuiinder to his daughter, % of 
what then remained to his son, and 
sold J of the remainder for $9,000. 
What was the value of the factory? 
What was the daughter's share? 
The son's share? What was the 
value of what he had left? 
1). Find the sum, ditl'erence, product and 
(luotient of 87 and 12ii. 

.SEVENTH YEAR. 

I, What do we mean liy ])er cent.? What 
percent, is useil to represent all of 
anything? When you see this (per 
cent.), what do you call it? 

•>. How many ways can the per cent, of a 
number be expressed? Give num- 
bers. 



EDUCATION IN INDIANA. 



59 



What is 5 per rent, of 300! Wliat is 6 
per pent, of 200? What is 10 per 
cent, of 500? 

In a school of 250 pupils, 10 per cent, are 
absent. How many are absent? 
How many are present? 

What per cent, of 12 is 4? What per 
cent, of 60 is 12? What per cent, of 
56 is 8? 

30 is 6 per cent, of what number? 
80 is 10 per cent, of what number? 

An etching costs S48, which is 80 per 
cent, of the cost of an engraving. 
What is the cost of an engraving? 

A farmer having 600 bushels of wheat 
sold 20 per cent, to one man and '31^4 
per cent, to another. How many 
liushels did he keep? 

A clerk receives an annual salary of 
$3,500 a year. He expends 16 per 
cent, for board, 10 per cent, for 
clothes, 9 per cent, for charity, and 
22 per cent, for other expenses. How 
much does he save per year. 

EIGHTH YEAR. 

What is ratio, antecedent, consequent? 

Find X in the following: 72 : x : : 250 : 4: 
$16 : $5 : : 288 : x. 

If a tree 100 feet high cast a shadow 90 
feet long, how long a shadow will a 
tower 250 feet high cast at the same 
time and place ? 

If 45 men in 16 days of 9 hours each can 
dig a ditch 100 rods long, 5 yards 
wide and 4 feet deep, in how many 
days can 16 men working 10 hours a 
day dig a ditch 250 rods long, 4 yards 
wide and 3 feet deep ? 

A, B and C build a road. A furnishes 
50 men 25 days; B 40 men 40 days 
and C 100 men 50 days. They re- 
ceive S20,400 for the work; what is 
the share of each ? 

Find 9 raised to the seventh power. 



1/ 622,521. 

7. The area of a circle is 962,115 feet. 

What is its diameter and circum- 
ference ? 

8. Find the entire surface of a cube 

whose volume is 91,125 cubic feet. 

9. What is the tariff on 40 yards of silk 

that cost $5 a yard, at 50 cents spe- 
cific and 50 per cent, ad valorem ? 
a^ — b' 

10. Solve -I- = ? 

a= -I- ab -I- h' 

HISTORY. 

SECOND YEAR. 

1. Tell some of the things the early homes 
did not have. 



2. Mention some things that were used 

long ago in the homes but are not 
now used. 

3. Tell about Hiawatha. 

4. Tell what you can of Indian tribes ? 

5. What weapons did Hiawatha use ? 

What clothing did he have ? 

6. Name some things that you have in 

your home that your grandparents 
did not have. 

7. What was the spinning wheel used 

for? 

8. How was clothing made in early 

times ? 

THIRD YEAR. 

1. Name some leading men of Indiana. 

2. Tell the story of Columlnis. 

3. Wlio was (Jeorge Washington? Tell 

an interesting story of him. 

4. What did Lincoln do ? 

5. Draw an outline map of the United 

States and locate the homes of 
(leorge Washington, Abraham Lin- 
coln, Captain John Smith and Miles 
Standish. 

6. Draw an outline map of Indiana and 

locate the homes of Benjamin Har- 
rison, Thomas Hendricks, James 
Whitcoml) Riley, Edward Eggles- 
ton, Sarah K. Bolton and Governor 
Durbin. 

FOURTH YEAR. 

1. Who was Cleon ? 

2. Descrilie the home of Cleon ? 

3. Who was Hercules ? 

4. Tell what you know of Homer. 

5. Name some great men of Greece. 

6. How many gods and goddesses did the 

Greeks have ? 

7. Tell what you know of Solon and 

Socrates. 

FIFTH YEAR. 

1. Give the names of some of the Saxon 

gods. 

2. Describe the home of Wulf. 

3. What was the Swan-road ? 

4. What people did the Saxons plunder? 

5. Who were the Britons ? Where did 

they live ? 

6. Tell a short story of King Arthur. 

7. Explain this quotation: "The banner 

of the white horse went ever for- 
ward." 

SIXTH YEAR. 

1. W'hat was the outcome of the discovery 

of America by the North men ? 

2. Give an account of Columbus' efforts 

to secure aid. 



60 



EDUCATION IN INDIANA. 



'A. What induced Colunibus to make the 
voyages to America ( 

4. Who was Ponce de Leon f 

5. Tell aV)0iit Sir Francis Drake and his 

voyage. 

6. What were the weapons of soldiers in 

early times I 
1. Compare and contrast the Virginia 
colony with that of Massachusetts. 

8. Name five persons connected with the 

early history of Virginia; five with 
the early history of Massachusetts. 

9. What was the Magna Charta I 

10. Who is governor of Indiana ! What is 
the length of term of office I 

SEVENTH YEAR. 

1. How does the constitution differ from 

the articles of confederation ? 

2. Who were some of the ablest men who 

met at Independence Hall in May, 
1787, to form a constitution for the 
United States ? 

3. Whom did Washington select as his 

cabinet officers ? 

4. Which was the fourteenth State of the 

Union ? 

5. What was the W^hisky rebellion ? 

fi. When was the United States bank or- 
ganized ? 

7. Where, by whom and for what purpose 

was the first national Thanksgiving 
day appointed ? 

8. What valuable rights did we secure liy 

a treaty with Spain in October, 1795 1 

9. What state of affairs existed between 

our country and France when John 
Adams became president ? 
10. What is the purpose of the World's 
f^air at St. Louis this year? 

EIGHTH YEAR. 

1. What was the result of Lincoln's first 

call for volunteers in the North! In 
the South < 

2. Why was Harper's Ferry so valuable 

to the North f 

3. Name five Union an<l five Confederate 

generals of the civil war. 

4. Name five important battles of the 

civil war and state the result of 
each. 

5. (iive an account of Sherman's niai-ch 

to the sea. 
(). What was the one great purpose in the 
West and who carried this oiit >. 

7. Vin- what was Andrew .loluison \n\- 

pcachcd '. 

8. What presidents lia\ c not hi'eii clectid 

l)y the electoral college ( 

9. Who were presidents of the Uniti-d 

States while the capital was at 
I'hiladelphia J 



10. What i.s the significance of the World's 
Fair at St. Lous this year J 

NATURE STUDY. 

FIRST YEAR. 

1. Name three parts of your body. 

2. What trees have notched leaves I 

3. Describe the kind of day it is. 

4. Will seeds sprout if the earth is dry ? 

5. Name as many parts of a plant as you 

can. 

SECOND YEAR. 

1. What makes the leaves fall ? 

2. What seeds do we sow f Name some 

seeds that sow themselves. 

3. What insects can fly I 

4. How does the old l)ird feed her young? 

5. Do you sit up straight I 

6. Which side of the house does the sun 

shine on at noon ? 

THIRD YEAR. 

1. Of what do we make sugar ? 

2. Tell how to raise potatoes. 

3. Should the windows that light your 

school room be at your sides, your 
back, or in front of you ? 

4. What do snakes live on ? 

5. What "tame" animals do you like 

best? What other word can you 
use for tame ? 

6. In how many forms have you seen 

water ? 

PHYSIOLOGY. 

EKiHTH YEAR. 

{Aninrcr any eight, not omittina tico. three 
(Did four.) 

1. State the relation between the skin 

and the kidneys. 

2. (n) Draw a diagram of the lirain and 

spinal cord. (6) Where is the in- 
tellect supposed to be located ? 

3. What is the relation of good, whole 

some food to a strong, nervous or- 
ganism I 

4. What effect has late hours, cigarette 

smoking and personal bad haliits 
upon the nervous system? 

5. Describe the heart. 

6. Name the organs of special senses. 

7. How many of the special senses are 

located in the head? Why? (An- 
swer ftilly.) 

8. What is the ditl'ereiice between a 

healthy ))raiii and a drunkard's? 

9. Why can not the drunkard keep from 

(li-inking alcohol f 
10. If every boy and girl in our State 
would graduate in scientific tem- 
perance, would drinking alcoholic 
drinks be less in the future ? 



EDUCATION IN INDIANA. 61 

MUSIC. 4. Give a quotation from the Battle Hymn 

. , , .• .1 "f the Hepublic. 

A\ hat IS meant by ehromatio scale! ^ j^^ ^^,^^^ ^^^, .^ j^,^^^^_ ^^^.^^^^ ^^^^^ 

H..W tar does the influenee of an aeoi- ^,.r\n^,,. ^n.l who wrote it >. 



dental extend in a piece of music 



6. What is music 



and what tones are affected by it I ^; ^^.^.^^ ^ measure in douhh-. trip k- and 

W hat eftect has a dot placed after a quadruple time, 

note ! 

COMMITTEE ON BI-MOXTHLY QUESTIONS FOR 1903-1904. 

Elijah McFarland. Cliairman, Martin County. 

Levi H. Scott. Floyd County. 

Sami'ei.. Scott, Clark County. 

A. A. Mantel, Brown County. 

C. A. Robertson, Crawford ( "ounty. 

E. A. Gladden, Scott County. 

J. D, Hostetter, Hendricks County. 

R. H. Harney, Boone County. 

Lee O. Harris, Hancock County. 



1903. May. 1903 

STATE OF INDIANA. 

Question^! fur Examination of Pupils (Jompleting the Course of Stinh/ in the 
' ' Common Branches. ' ' 

Prepared by the following committee of the County Superintendents' Association, 
1901: Isaac F. Myer, Chairman, Carroll County; T. S. Tliornbursj, White County: Wil- 
liam F. Landes. Marion County: E. E. Helt, Vermillion County; J. W. Barlow, Shelby 
County; Levi Scott, Floyd County; R. W. Stine, Wells County. 

To be used the third Saturday in May. 1903. 

Instructions.— Pupils need not copy the questions, but must number each answer to 
correspond with the question, and must write the manuscript in ink. When you are 
asked to answer "any six" or "any seven," etc., out of eight or ten questions respec- 
tively, stop when you have answered the number required. To answer more is a loss of 
time and may lower your grade, as all mistakes will be marked off. 

W^riting.— The penmanship shown in the entire manuscript of the examination will 
be graded on a scale of 100 per cent., with reference to legibility (50), regularity of form 
(30), and neatness (20). The handwriting of each pupil will Ije considered in itself, rather 
than with reference to standard models. 

Spelling.— The orthography of the entire examination will be graded on a scale of 100 
per cent., and 1 per cent, will be deducted for each word incorrectly written. 

The ccunty superintendent will grade the manuscripts, and certificates of gradua- 
tion will be issued to i very applicant who attains a general averagelof 75 per cent., with- 
out falling below 60 per cent, in any subject. 

Notice to Applicants.— On the first white page in your manuscript answer these 
requests: 

1. Give your name or number. 6. Give the name of your township. 

2. Give your age. 7. Give your postoflice. 

3. Give number of your school district. 8. Give place of birth. 

4. Give your teacher's name. 9. Give date of birth. 

5. Give your trustee's name. 10. Give number of years you have at- 

tended school. 



62 



EDUCATION IN INDIANA. 



GRAMMAR. 

{Annivcr any ciuht.) 

1. Ill each l>laiik space supply tlie past 

tense of sit or set. 

a. Hawthorne kept many note 

books in which he down 

tilings he wished to remember. 

h. Mr. (Treeii came in and — awhile. 

c. He always apart one-tenth of 

his income to give to the Lord. 

d. He tlie hen on fifteen eggs 

and there she two weeks. 

2. Define the relative prononn. State the 

distinctions in the useof irhajcJiicJi, 
ivhat, that. 

3. What is a thoiiglit; What is a sen- 

tence! 

4. Name the kinds of sentences on ))asis 

of use and on basis of form. 

5. Analyze: How strangely the past is 

peeping over the shoulders of the 
present. 

6. Write a letter to a business firm order- 

ing a bill of goods. 

7. Give the principal parts of : sit, set, lie, 

lay, see, throw, sing, run, bid, tight. 

8. Write sentences illustrating the co- 

ordinate conjunction and the sub- 
ordinate conjunction. 

9. W'rite the possessive, singular and 

plural of these words: man, chil- 
dren, boxes, tomato, penny, Mr. 
Brown. 
10. What is comparison? What parts of 
speech admit of comparison? Com- 
pare fast, pretty, disagreeable, dead, 
little, much. 

HISTORY. 

( .) iisifcr mill ciiihl . I 

1. Show how Marco Polo's l)ook on his 

eastern travels suggeste<l the ilis- 
c(»ver.v of America. 

2. What two companies were organized 

in Knglaiid to colonize America? 
What teii-jtory was controlled by 
each? 
'i. Name four inventions that have ma- 
terially affected the industrial 
growth of our country. 

4. Tell the story of the Boston Tea I'arty. 

Of the Cliarter Oak. 

5. What was Enghiiiirs ai'iruincnt foi- tax- 

ing the colonies? 
U. (live a brief account of lIamilton"s 
plan for restoring the (^^'(lit of our 
country. 

7. What were the Alien and Sedition 

Laws? 

8. How did slavery divide our country in 

regard to trade with Europe? 



9. (iive the most important provisions of 

the Omnibus Bill. 
10. Why did Congress impeacli President 
Johnson? 

MUSIC. 

{Answer any five.) 

1. ( 'onstruct .scale ladders, on one place 

tlie scale names in the key of E ; on 
the other, the key of Eb. Show to 
what extent they are alike? Unlike? 

2. What is an iiiferral .'' An accent? 

Name two kinds of accent. 
'S. Ill four-part music, how many voices 
are represented? Give name of 
each. 

4. There are how many kinds of keys? 

(live name and signatures of each 
key. 

5. What is a .sc«?c.'' Name two kinds. JJo 

ill one kind is what in the other? 

0. (live all the uses of sharps and flats. 

READING. 
Based on the Legend of Sleepy Hollow. 

1. Give an account of the author. Name 

other selections that he wrote. 

2. Describe Ichabod Crane. 

3. Name two other characters and de- 

scribe them. 

4. What is the author writing about? 

5. Describe the barn-yard scene. 

6. What does the author think of gliost 

stories? Wh.v do you think so? 

7. Let tlie applicant lie graded from to 

40 on his oral reading. 

ARITHMETIC. 

(A }iswer atio eiulil. i 

1. At .$3.50 per cord, what is the value of 

a pile of wood 1(J feet long, 7 feet 
wide and 5 feet high? 

2. Ten cents is 5 of Frank's money; 

Frank's money is ? of mine ; how 
much have 1? 
',i. Detine ratio, addition. cir<-lc. rate per 
cent, and commission. 

4. A man bought 3 bales of htiy <.f 1121 lbs. 

each at $12.00 per Ion. How much 
did it cost? 

5. A man bought the E. I of the N. E. ] of 

N. W. quarter of a section of land 
at $25.00 per acre. How much did it 
cost? 
0. Find the interest on $1,025.00 for three 
months and 6 days <a G per cent. 

7. How many bushels in a liiii 12 feet long, 

5 feet wide, and 4 feet deep? 

8. Sold 25 bbls. of apples for $(!9.75 and 

made 24 per cent. How much did 
they cost per bbl.? 



EDUCATION IN INDIANA. 



63 



9. The diameter of a splierioal lialloon is 
25 feet. How many stniare yards of 
silk will cover it? 
10. An agent who purfhase<l a lot of wheat 
forwarded his hill for $568,875. If 
this included his commission of 2i 
per cent., what "sum was paid for 
wheat? 

GEOGRAPHY. 

(Answer any eight.) 

1. Give the circumference and diameter 

of the earth. 

2. What is a mountain system? A moun- 

tain range? Give an example of 
each. 

3. What is latitude? Longitude? Give 

the latitude and longitude of the 
place in which you live. 

4. Name and describe five large rivers in 

North America. 

5. Name the races of men and tell in what 

respects they ditfer. 
G. What are tlie chief articles of food of 
the people of the hot helt ? 

7. Name the coal districts of the U. 8. 

8. Locate Trieste, Lucknow, Bogota, Va- 

lencia and Tokyo. 

9. Name three state, three religious, and 

three private schools of Indiana. 
10. Describe the state government of In- 
diana. 

PHYSIOLOGY. 

(Answer any eight.) 
1. What do we mean by lesser circulation? 
By greater circulation? 



2. Name the organs found in the thorax. 

3. Give four reasons why we should not 

use intoxicants. 

4. Describe the heart. 

5. Show how the heart is adapted in sev- 

eral ways to do its work. 
G and 7. Trace a piece of bread and butter 
from the hand until it becomes 
blood, noting the changes that oc- 
eiir in it. 

8. Name the parts of the ear. 

9. Draw a cross section of a long l)one. 

0. Of what benefit do you think the study 
of physiology is? 



GENERAL STATEMENT. 

After you have finished your examina- 
tion, copy and till the blanks in the follow- 



State of Indian.^, 

County of 

Township of 

I aju years of age; have been a stu- 
dent in public schools for years; and 

I do solemnly declare that in the examina- 
tion to-day I have not given or received aid 
in any manner whatever. 

*( Name or number) 

(Postoflfice) 

(Date 1903.) 

*NoTE. — Use name or number, as county 
superintendent may desire. 



1904. 



April. 
STATE OF INDIANA. 



1904. 



Questions for Examination of Pupils Completing the (Amrse of Studt/ in the 
"High School Branches." 

First Examination. 

Prepared by the following committee of the County Superintendent's Association, 
1903: Jas. W. Frazier. Madison County, Algebra, Plane (xeometry and Solid Geometry; 
H. E. Coe, Dekalb County, American and English Literature and Rhetoric: Edgar Men- 
denhall, Decatur County, Chemistry and Physics; Jesse M. Neet, Parke County, General 
History, Civics and Physical Geography; William H. Stone, Owen County, Latin and 
German; John W. Lewis, Wabash County, Botany and Zoology. 

To BE HELD Friday, April 1, 1904. 

INSTRUCTION.S.— Pupils need not copy the questions, but must number each answer to 
correspond with the question, and must write the manuscript in ink. When you are 
asked to answer "any six" or "any seven," etc., out of eight or ten questions i-e- 
spectively, stop when you have answered the number required. To answer more is a loss 
of time and may lower your grade, as all mistakes will be marked off. 



64 



EDUCATION IN INDIANA. 



Writing.— The peiiniansliip shown in tlie entire manuscript of the examination will he 
graded on a scale of 100<rr with reference to JcgihiJity (50?t), reyiilarify of form, i'SQ'i), and 
neatness (20?*). The handwriting of each pupil will be considered in itself, rather than 
with reference to standard models. 

Spelling.— The orthograpliy of tlie entire examination will he graded on a scale of 
1005», and H will he deducted for each word incorrectly written. 

The county superintendent will grade the manuscripts, and eertiticates of gradua- 
tion will be issued to every applicant who attains a general average of 75^,, withovit fall, 
ing below 60^ in any subject. 

Notice to Applicants. — On the first white page in your manuscript answer these 
requests: 



1. Give your name or number. 

2. Give your age. 

3. Give number of your school dis- 

trict. 

4. Give your teacher's name. 

5. Give your trustee's name. 



6. Give the name of your township. 

7. Give your postoffice. 

8. Give place of birth. 

9. Give date of birth. 

10. Give number of years you have at- 
tended high school. 



ZOOLOGY. 

{Any seven.) 

What is the difference between plants 
and animals? 

Make a drawing of the fresh-water hy- 
dra. Indicate the parts. 

Give full description of hydra and life 
history. 

Give a full description of the " flicker," 
giving his nesting place, numl)er of 
eggs, food, use to the farmer, etc. 

Discuss fully the benefit of honey and 
bumble bees to the fruit grower and 
farmer. (Be explicit.) 

Give the life history of the house Hy. 

Give the life history of the electric 
light bug. 

Define symbiosis; give an example. 

Distinguish beetle and bug. Give two 
examples of each. 

ALGEBRA. 

(Any seven.) 
Factor 9a''-l-38a='b'4-49c=, 
Reduce to lowest terms 



a=-(b + c) 



Solve: 



■.=y2. 



a^-l-ab-t-ac. 

The sum of 14 of one number and % 
of another is 38; and if 3 be adtled 
to the first, the sum will be equal to 
% of the difference between the 
second and 8. Find the nun'ibers. 

1 2_ 

x-1 x-2 

A rectangular field is 12 rods longer 
than it is wide and contains 7 acres. 
What is the length of its sides'? 

Find the values of x; x''-|-3x'-=28. 

Find least common multiple of: 
a^-+-3a— 4, a'-'— Ca+5 and a-'— a— 20. 

What two nuniljers are there, such that 
their sum increased by their prod- 
uct is 34, and the sum of tlieir 
squares diminished by their sum is 
42} 



9. Find the highest common divisor of; 
x=-6xy +8y^ and x=-8xy + 16y^ 

LATIN. 

{Any seven.) 

N. B.— Pupils who have had two years 
Latin answer any seven; and pupils who 
have had three years answer eight, includ- 
ing No. 7 or 9, and No. 8 or 10. 

1. Decline one noun from each declen- 

sion. Give principal parts of one 
verb from each conjugation. 

2. (live rules for the tonnation of ad- 

verbs from adjectives and compare 
the following: misere, fortiter, pa- 
rum. 

3. How many infinitives has the regular 

verb in Latin? Name them and give 
rule for tlie formation of each. 

4. How many participles has the Latin t 

Name tlicni :nid tell liow eacli is 
formeil. 

5. How is the active periphrastic conju- 

tion formed? The passive peri- 
phrastic? How is each used? 
(J. 'i'ranshite: Caesar said that he would 
invade Gaul. He (another) said 
that ("a?sar would invade (iaul. It 
was said that ("tpsar would inxadr 
(iaul. 

7. 'i'ranshtte: Ciesai' omiii exercitu ad 

utrain(iue partem nuinitionum ile- 
posito, ut, si usus veniat, suum 
(luisque locum teneat et noverit, 
equitatum ex castris educi ct pro- 
elium committi iubet. 

8. 'i'ranshite into Latin: But the enemy 

attacked the cavalry so quickly, 
while they had no fear, because the 
deputies a little while before had 
aske<l Ciesar for a truce, tliat they 
threw them into conrusion. 



EDUCATION IN INDIANA. 



65 



9. Translate: Hisce omnibus. Catalina, 

cum summa rei publicae salvite, 
cum tua peste ae pernicie, cumque 
eorum exitio qui se tecum omni 
scelere parriciilioque junxerunt, 
proticiseere ad impiuni helium ac 
nefarium. 
10. Translate into Latin: Cicero prom- 
ised so to manage this treacherous 
war as a civilian that all good men 
would he safe. For he thought that 
the gods, who had formerly de- 
fended the Roman people from a 
foreign foe, would now defend the 
city and their own temples. 

BOTANY. 

(Any eight. ) 

1. Distinguish between cryptogams and 

phanerogams. 

2. Draw and describe fully, one of the 

lower cryptogams. 

3. State difference in structure between 

aquatic and dry land plant stems. 

4. ((/ ) Show how fungi are different from 

green plants. 
(b) Name some of the common ones. 
(e) How are they useful! 

5. How are rootlets especially adapted to 

grow in hard ground? 

6. What constitutes the food of green 

plants! How is it secured? 

7. At present great interest is taken in 

the preservation and maintenance of 
forests. Why is this true! 

8. Name three native Indiana plants that 

are of economic value. 

9. What isthe purpose of the distribution 

of seeds! How is it accomplished? 

10. What are stoma, where found, and of 

what value? 

C4ENERAL HISTORY. 

(Avy aeren.) 

1. In what way did the characters of the 

Spartans and Athenians differ! 

2. What were the Crusades? 

3. Tell the story of Joan of Arc. 

4. Who were Demosthenes and Cicero! 

5. Why noted: St. Helena, Austerlitz, 

Elba? 

6. Tell what you can of the Spanish ar- 

mada. 

7. What was the edict of Nantes! 

8. What do you understand by feudalism? 

9. Mention some history connected with 

the Bastile; with the tower of Lon- 
don. 

10. Describe the assassination of Julius 

Caesar. 



GERMAN. 

N. B.— Second year pupils answer any 

eight: third year answer 6, 12, and any 
other six. 

1. Define ablaut: umlaut. Explain the 

origin of umlaut. 

2. How many declensions has the (Ger- 

man'? Give the distinguishing mark 
of nouns in the strong declension. 

3. Decline, der Fall; die Folge; der 

Uedanke. 

4. Write out in (ierman, 101, 8755, 14793G, 

1000208. 

5. (live the principal parts of the follow- 

ing verbs: frieren, gleiszen, fan- ' 
gen, sieden. 

6. Translate: Der beriihmte General 

Georg Washington sasz einmal mit 
mehreren seiner Offiziere bei Fis- 
che. Da steisz einer von ihnen 
einen Fluch aus. Washington 
liesz Messer und Gabel fallen, warf 
einen strengen Blick auf den Flu- 
cher, so dasz dieser die Augen 
niedersehlug Washington sagte 
dann: " Ich hatte geglaubt, wir 
alle betraehteten uns selbst als an- 
standige Manner." 

7. Translate into German: 

I thought of you, but I did not know 

where you were then. 
You would do wrong if you thought 

so of me. 
I did not know what you would 

think of it. 

8. Give a synopsis of the verb, greisen, 

in the indicative, passive, singular. 

9. Name three poems by Goethe: two by 

Heine. 

10. Translate: Ein Reisender kam an 

einenFluszund mietete ein Boot, um 
ihn liberzvisetzen. Da das Wasser 
ein wenig bewegten war, als ihm 
geflel, so fragte er den Schitt'er, ob 
jemand bei dieser Ueberfahrt ver- 
loren worden ware. " Niemals," 
erwiderte der Schitt'er, "niemals! 
Mein Bruder ertrank hier letzte 
Woche, aber wir fanden ihn am 
nlichsten Tag wieder." 

11. Give ease and construction of all nouns 

in 10. 

12. Translate into German: Now-a-days, 

when a man, a woman or a child 
wants a pair of boots or shoes, he 
usually goes to a shoe store and 
buys ready-made whatever he wants 
in this line. But years ago it was 
different. There were no ready- 
made shoes in those days, and peo- 
ple always went to a shoemaker, 
who took their measure and made 
them the article. 



5— Education. 



00 



EDICATJON IN INDIANA. 



CIVIL GOVERNMENT. 
{A}iu neven.) 

1. State the preaml)le to the constitution. 

2. Name five noted men wlio assist('<l in 

framing the eonstitution. 

3. What is meant by the writ of huhms 

corpus/ When may it lie sus- 
pended? 

4. How may the constitution lie amended? 

5. What l)ills must originate in the liouse 

of representatives? 
G. How are United States senators 
chosen? Wliat (lualitications must 
they have? 

7. Name and define the different depart- 

ments of our government. 

8. Wliat is statute law? Unwritten law? 

Common law? 
!). How are judges of the United States 
supreme court chosen? \Vhat is 
their term of office? 

10. Wliat were the three great compro- 

mises of the constitutional conven- 
tion of 1787? 

PHYSICS. 

( J )ill srmi.) 

1. Define physics. Define iiliysicaj 

change. 

2. Explain action and reaction, giving 

three illustrations. 
H. Explain the liy<lraulic press. Upon 
what law of liquids does it depend? 

4. Explain the rainbow. 

.5. What is the result and what is its di- 
rection: (1) When two foi-ces act 
in opposite directions? (2) When 
they act in parallel directions? {'A) 
When they act at an angle? Make 
drawings to illustrate. 

C. What is the pendulum? State one law 
of the pendulum. 

7. How is sound propagated? Describe 
and explain the tcdephone. 

5. (live the construction of any battery 

with which you may be familiar. 
Name the chemicals used in it and 
thoroughly explain its use. 

11. I )escribe an ordinai'y eaniera. Why is 

tlu; image inverted? i'>e exiilicit. 
Id. i'ixplain the compass. Why docs one 
end always point north? Is this 
properly called the ■'n<irtli poll" o|' 
the compass? 

rin SIC.M. (ilKXIR.M'HV. 
(.1 /;;/ sirt'>i.) 

1. .\cc<iunt for the shape of the earth. 

2. What ai-e isothermal lines? Why ilo 

they not coincide with the parallels? 



H. Discuss the causes of ocean currents. 
How do they affect climate? 

4. Discuss briefly the effect of climate on 
the distribution of plants and ani- 
mals. 

"). Compare ami contrast the relief of 
North America and South America. 

0. Account for the arid condition of the 

Great Basin. 

7. (Jive the history of the formation of 

coal. Locate the coal lields of Indi- 
ana. 

8. Describe the gulf stream and give its 

<dimatic effects. 
!). Account for the heavy rainfall on the 
southern slopes of the Himalaya 
Mountains. 
10. Explain tlie fonnation of the rainbow. 

CHEMISTRY. 

{Any seven.) 

1. Distinguish clearly l)etween chemical 

and physical changes. 

2. Describe and draw a diagram of the 

apparatus necessary to obtain oxy- 
gen. How would you obtain oxygen? 
H. What do you understand by "valence"? 
From the following formulas: Ho 
So,, Hcl, HN03, Na CI. (hi CU, give 
the valence of S04, CI, No.i, Na and 
Cu. 

4. Explain and give the equatiim for the 

chemical reaction which takes place 
when CO gas is passed through 
lime water. 

5. Is sulphur a metallic element? Ex- 

plain why you answer as you d<i. 
(>. What causes "hardness" in water? 
Give difference between pei'manent 
and temporary hardness. 

7. If a room were entirely filled with pure 

hydrogen and an electric spark in- 
troduced at center of room, what 
would be the result? Explain fully. 

8. By means of what acid can glass be 

etched? How is this acid kept? 

■j) 



If you desire 


to remox'e and kee 


moisture frc 


im a box. what wonl 


yini use? 




What do yon 


nu'an by a reducin 


Ibinie? P.y 


;in oxidizing llame 


What part < 


if the llame is us.-d i 


each case? 





SOLID (nioMirnn'. 

I .1 /)// s< nil. I 
.SIkiw that if there are given four 
points in space, no three being col- 
linear, the nundiei- of distinct 

sti'aight lines deter)nined by them 
is si.\: if thei'e are l\v^■ points, the 
iMunber is ten. 



EDUCATION IN INDIANA. 



Cu 



2. State throe methods of determiniiiK- a 

plane. 

3. Prove: If two intersecting planes 

pass through two parallel lines, 
their intersection is parallel to 
these lines. 

4. Why is it that a three-legged chair is 

always stable on the floor, while a 
four legged one may not be? 

5. Find volume of a cube whose diagonal 

is I' 3. 
(J. Prove: Parallel transverse sections of 
a cylindrical space are congruent. 

7. Prove: A place section of a sphere is 

a circle. 

8. How many square feet in the surface 

of a cylindrical water tank, open at 
the top, its height being 40 feet and 
its diameter 40 feetf 
SI. How many points on a spherical sur- 
face determine a small circle! 

PLANE GEOMETRY. 

{A)iy sefen.) 

1. Define plane, proposition, theorem, 

postulate, corollary. 

2. Prove: The bisectors of two adjacent 

angles formed by one line cutting 
another are perpendicular to each 
other. 

3. Prove: Tangents to two intersecting 

circumferences from any point in 
the production of their common 
chord are equal. 

4. H' one angle of a triangle is yi of a 

straight angle, show that the square 
on the opposite equals the sum of 
the squares on the other two sides 
less their rectangle. 

5. How many diagonals, at most, has a 

general quadrilateral? A general 
pentagon? A general hexagon? 

6. Prove: In any triangle any exterior 

angle equals the sum of the two in- 
terior non-adjacent angles. 

7. Prove: All tangents drawn from 

points on the outer of two concen- 
tric circumferences to the inner are 
equal. 

8. Draw a tangent to a given circle from 

a given point; the point is on the 
circumference. 

9. Trisect a right angle. 

RHETORIC. 

(Ann seven, not omitting 9-10.) 

1. Is it always best to adhere strictly to 
the rules for punctviation? Give 
reasons. What is the present ten- 
dency in punctuation? 



2. "Sentences and paragraphs must have 

cohei'ence.'' Define coherence as 
here iislmI. 

3. Write sentences illustrating the cor- 

rect use of notorious, noted, famous. 

4. In what forms of discourse do the fol- 

lowing terms occur: Point of view; 
incident; conclusion. 

5. What is a localism? Illustrate. 

0. Use coi'rectly the following words in 

sentences: affect, effect; aggra- 
vate, provoke. 

7. Correct, giving reasons: The watch- 

maker fixed the watch. I have got a 
cold. Children love candy and ex- 
cursions. Can I l)orrow your pen- 
cil? 

8. Define "triteness" as applied to writ- 

ing. 
9-10. W^rite a description of at least 150 
words. (Select your subject.) 

ENGLISH LITERATURE. 

(Ann seven.) 

1. What was the plan of the Canterbury 

Tales? Who wrote them? 

2. What is the marked characteristic of 

the literature of the Elizabethan 
age? 

3. What great names are associated with 

the Lake School of writers? 

4. Place the following authors in chrono- 

logical order: Swift, Spenser, Car- 
lyle and Wordsworth. 

5. Tell what you can of the life and work 

of Addison. 

6. Write not less then 100 words regard- 

ing Silas Marner. 

7. Who wrote Marmion? The Ancient 

Mariner? Essay on Man? She 
Stoops to Conquer? 

8. Give a brief outline of the plot in the 

Merchant of Venice. 

9. Write not less than ten lines on Scott's 

narrative poems. 
10. "A prince 1 was, blue-eyed, and fair in 

face, 
( )f temper amorous, as the first of 

May, 
With length of yellow ringlets, like a 

girl. 
For on my cradle shone the Northern 

Star." 
From what is the above (luoted? Name 
the author. 

AMERICAN LITERATURE. 

{Any seven.) 

1. What period of American literature 
may justly be called the Theological 
Era? Why? 



68 



EDUCATION IN INDIANA. 



2. Name four wRthtJTS'cff ^jie "tlheolosrical 

Period. 
'i. Wliat rank does Wasliint"* jii Irving 

hold aniou^ American authors? 

Malie fou-p statements 'to verify 

your answer. 

4. Who wrote The Embargo? The Vil- 

lage Blacksmith? The Hoosier 
Schoolmaster? The Gates Ajar? 
What do you know of one of these 
authors? 

5. What is the subject-matter of litera- 

ture? 
t). What is the characteristic line of 
thought in the writings of Thomas 
Jefferson? J. Fenniniore Cooper? 



William Cullen Bryant? O. W. 
Holmes? 

7. Name four American authors who liave 

emliodied in their writings the po- 
litical elements of American life. 

8. Name five American historians, one of 

wlioni is an Indiana man. 

9. State briefly some thoughts you have 

i-eceived from Bryant's writings. 
State the same from Longfellow's, 
qin)ting from him. 
10. Wlio wrote Snow Bound? Whyisitso 
fascinating to read? What impres- 
sions, do you think, must have Iteen 
made upon the author's mind that 
caused liini to write it? 



c. SCHOOL VISITATION. 

The law says that the count v superintendent shall visit schools 
while they are in session, for the purpose of increasing their use- 
fulness and elevating as far as practicalile the jxtoi-er schools to the 
standard of the best. Perha])s no otlicr one tiling has done so 
much for the schools as these jxtsmikiI visitations. The teach- 
ers who secure their licenses fi-oin these superintendents are 
always anxious to do good work and any suggestions offered are 
followed to the best of their ability. The superintendent has a 
great op})ortunity in this capacity to aid the teacher who is 
beginning his work. 

The su])ervisorv powers of the county siiperintendf^it do not 
extend over cities having duly apix)inted superintendents, but 
they do extend over the smaller incorporated towns with no regular 
snixM'intendents. 

(/. CIKCULAKS. 

In many eonnties the superintendents su])|ilenieiit \isit:ition 
with cii-cuhii-s giving s])eeiiie directions as to the woi'k lliey want 
done. These circulars are issued in s(nne counties as ot'leii as once 
;i week, and they serve to arouse intei-est and to make the organiza- 
tion more etlicient. 'i'wo of tiiese circuhii's are submitte(| hei'<', one 
as a guide to teachers while visiting othei" schools, and the othei' 
giving directions in tlie r(^auhii' woi'k : 



EDUCATION IN INDIANA. 



69 



Office of QQice day. Monday. 

HOMER L. COOK, Residence New Phone 4103. 

County Superintendent Marion County Schools. Residence 

Indianiipolis, Incl., October 13. 1903. 
"""n m.. and .«■„„. ..,..„.»■■ .e,.e,,. Ho.v a„o,„ ,1,. appea.a„ce of 

„.i,l hnr,",'„ your ,.a,VK wo,,. ,v,ll 1. ..r.smer a.ul b.„er by do.ng .«. 

f ;;::/j:,;;;r;::::,r:::xir:;.::::^;;:;:"» » -- •-- -•>- -7 

•*■" T:iK"::'u:;';m.n.:-y ,0 yo„,. ,„,... ae, a ,,„,, .0,. y„>„. o,.„ „.o. 
Stuclv course of study. 

sr^ri::^.::;;:^:^;:;;:^ ...- ...^s ... .. .o^ 

^•"tra^^z-^;;:^;::^^::-^::;^^ ... to .. .. . re.... 

'^'^My first assi.nn.ent always has been to worlc out new and difficult 

"'Next .et the thought. Probahly pupils can not do this in one day If 
not^lTon the thought until pupils have it. It ^^;^;;^-^^^ 
pupils work out pictures in poetry selections. Never '^""^\l^"l''^"^/^;'f *^ 
o ally until you have worked out the thought of the selec-t.on It is^not 
:^2ly :.;cessary for pupils to read orally all of a selection. Read 
a paragraph or two orally and have that done well. 

Teachers must make definite assignments. Ask quest ons and ha^e 
the.n answered. Have pupils answer your ^^'f''']^^;^^';^^,^ ,,,i.„. 

Some teachers say that they do not have tune to make these assign 
mexS K^ is so! you teach many lessons for which you have made 

"' rir myT:;d.ment that it is more protftahle for you to pre,.n. your 
.^.ork and make definite assignments than it is to spend >oui full turn 
r the recitation. For example, we will suppose that you have not pi e- 
;:r d .^"JeJ^in. lesson. You have fifteen minutes for tV^at -.^^k^^ ^ 
You have not seen the lesson at all. Take hve minutes of the fifteen 
^^r^ ;^ you will hnd that you will do more good i" the tei^ minutes 
than you could have done in the fifteen. But a wiser plan would be to 
nronare vour lessons at the proper time. „•,. .ri 

Cesay what shall w,. do if we do not oomplete the work outlined 
in tteco" ;If study -r My answer Is that you will set "'"'V" ■"<>- 
„ h- hv ptepat.ns your wo.U well than If yon .ea.h ,„ the od wa,. Be 
conoented ahont h.,w yon teaoh Instead of how tnneh yot, tea -h 

I onee had a parent ask ,ue why his boy was not allowed to t^ad I 
hadwl-uea „u ..'onrfellow-s -Rainy Day" one --;;■ •™' ^^^ -» ^ 
tov oral reading The pupils had been readnig every da> . bnt he had t le 
Wea tharhe iad only when be was allowed to stumble through the 



70 EDrrATTOX IX IXDIAXA. 

vci'sc iiiisprdiKmiiciim li.-ilf llic woi'ils mid not ucttiii.u- iidi- .niviiij; any 
of tilt' tliouyiit. 

Tearh the followin.!;-: 

Eighth Year Julius Caosar. 

Seventh Year ("oiunilt Excelsior. 

Sixth Year V Ruttian in Feathers. 

Fifth Year How Little CethMe Beeanie a Knight. 

Fourth Year The IMne Tree Shillings. 

Third Year The Tlirce I'.ugs. 

Some teachers have asked what to do in second and third year aritli- 
nictic. DoiTt do much arithmetic work. The liest educiitors of tlie 
country to-day advise that no arithjnetic he taught until the fourth year. 

In tlie second year, teach the pupil tlie i-elalion between the synihol 
and the object. In doing tliis teacli the I'elation of the ol)ject or objects 
to numl)ers as expressed liy symbols. I'se different oli.jects in teaching 
numbers and the use of ligures. Teach old-fashioiu'd counting to one 
hundred. Teach the child to add simple problems. These directions are 
to be carried out dui'ing thi" eiitii'e year, and it is not expected that the 
teacher can do this Avork in less time. For third year work see Course of 
Study, page 01. 

I have this suggestion for your institute work: 

On institute days iiiet't in sections for one liour. 

Primary teachers meet to talk ovei- the work foi- the primary grades. 
Principals and liigli scliool teaclieis meet and talk over your work. 
Teachers of one-room buildings meet willi in'iinary section, 'i'ake one 
liour for this discussion. Appoint your chairman and make a reguhir 
organization. I feel tliat you ought to (h) this every month and I am 
(|uite sure you will lie greatly lieiieliteil liy it. In tlie words of ^^'illianl 
Ilawley Smith. ■■])nt tlie gi-ease right wiiere llie s(|iieak is." 

Yoni's res]ie<-t fully, 

lli)\ii:i! L. Cook. 

I wish to I'ecomniend "The Story of ()ui- Englisli ( irandfathers" as 
sui)])leni('nlaiy work foi' ••Tlie Ten I'.oys" and tlie "F. S. History." You 
can examine il at llie ollice. 1 would be jilenseil lo liave llie teacliers 
examine it. 

VISri ATlo.N KI<:i'()KT. 

This l)lanl< is jireiiared for tlie tcaclier"s use wlio visits some scliool. 

Pk'ase lill lliese blanks cai-efuUy and honestly, and send the same to nu>. 

'J'ake notes willi iieneil while visiting and make report later on this lilaiik 

with ]ieii. Tiiese repoi'ls will be exaniine(l b,\- Ihe coiinly superintendent. 

IIoMi'.i! 1,. <'oi)i\. Superintendent of ("onnt.\' Scliools. 

1. Condition of yai'd. including wali<s, fences, jiump, grass, out-buildings, 

1 rees and plants 

2. Condition of s<-lio(>lliouse. aiijieai-ance from outside, decorations. 

windows, blinds, lilacklioard. iiealiiiu and ventilation 



EDUCATION IN INDIANA. 71 

li. Is tilt' sc'liool pi'ovidcd witli n clock, toilet .-iii iclcs. dictioiiai-y. cyclo- 
I(ii('<li:i, rcadiiii;- cii-clc Itooks of this year: any lilii-ary whatcvcrV 
Is tlic tcaclicr iiiakiiii; an cIToii tlirouiiii the trustee or otliei'wise 
to .t;'et these tlnii.i;sV 

4. Appearance of teacher and pupils 

5. Preparation of teacher for tlie day's work 

(J. Preparation of pujiil 

7. Recitation.— Discuss the teaclier's method, mention in.i;' his stron.u; and 

weak points as you see them. Discuss the results of tlie recita- 
tion • 

S. Discuss some iiarticular lesson .u'i\'en. In this discussion ,uive the 
subject-matter treated and the purixises accomidished. Point out 
definitely some of the sti'on,t;-est jxiiuts in the recitation and also 
mention definitely some points lliat are not so ;;dod 

DiSClPLIXE. 



General Remarks. 

Write a suminai'y inchnlini; any special jxiints not mentioned ahove of 
not fewer t lian six lines. 



r. REPORTS. 

Tlio toAvnshij) tnistops of tlio toAvii.slii]).s and the scliool lioards of 
the towns and cities re])oi-t anntially to the comity siipevinteiuhnits 
tlie school einiiiiefati<iii, wliich iiichnles all ])ersoiis lietweeii the 
ages of si.x and twenty-one years, '^riny also make re])orts showinii' 
the financial condition of the schools and statistics vei>ai'dinu' the 
teachers, lihraries, \alt>e of school ])ro]icrty, etc. From these 
repoi'ts the comity sii]»erintendeiit makes a smnmarized report 
aminallv to the st;ite superintendent of puhlic instruction. 

f. TOWNSHIP INSTITFTES. 

Each towiishi]) in every comity holds a nionrlily meetiiiii' of its 
teachers — this meeting is known as the township institute. School- 
room prohlems and the teachers' reading circle work are discussed. 
Whenever ]~»ossil)le the county su]»erintendent attends these meet- 
ings, of which he is cliairm:in c.r officio, ^^ore than seven thou- 
sand of these meetings are held evei-y year in the state, and it would 
be impossible to estimate the good results that come from them. 



Y2 EDUCATION IN INDIANA. 

Here the teachers discuss their problems freely and tlioroiighly 
and through these frank expressions all are benefited. 

g. COUNTY INSTITUTE. 

The teachers of exevy county are called together annually by the 
county superintendents for a week's session known as the county 
teachers' institute. The work in these meetings is inspirational, 
professional, and academic and serves as a stimulus to higher 
life and better teaching. The best educators obtainable are em- 
ployed as instructors. In former years the Avork of institutes was 
purely academic and served as a preparation for the examination 
which usimlly was held at the close of the institute. In a few 
counties the departmental plan has been successfully tried. Just 
at present a movement is on foot to improve the institute and the 
educators of the state are studying the problem. 

/(. GENERAL DUTIES. 

The county superintendent decides all questions regarding the 
transfer of school children from one corporation to another. He 
decides whether or not school districts Avhen once closed shall be 
re-opened. Plis decision in these matters is final, but on other 
questions an appeal from his decision may be made to the state 
superintendent of ])ul)lic instruction. 

The official dockets, records, and books of account of the clerks 
of the courts, county auditor, county commissioners, justices of the 
peace, prosecuting attorneys, mayors of cities, and townshi]) and 
school trustees, shall be open at all times to tlu^ inspection of the 
county su])erinteii(lent, and wlieiiexci' be finds any irregularity, 
or any misa|)plicatioii of sciiool funds it is his duty lo iustitute 
suit in the name of the state projierly to adjust such matters. 



B. THE COUNTY BOARD OF EDUCATION. 

1. HISTORY. 

When the county examiners met in eonxcution at I nd ianajtolis 
in 180r» at llie call of State Superintendent jloss tliei'e was a 
resolution ado])ted calling toi' the creation by law of a county 



EDUCATION IN INDIANA. IS 

board of education. This is the tirst expression of the need whicli 
was felt for some nnity in the county organization. There was 
neitliei' unity nor uniforniity and it Wiis felt that forces that were 
working at random ought to be working in harmony. J^othing 
came of this resolution directly, but in 1873 when the county 
superintendency was created, the law also authorized a county 
board of education. It is an e.v officio organization and is com- 
posed of the township trustees, and tlie chairman of the school 
trustees of each town and city of the county, and the county 
superintendent. 

2. DUTIES. 

While the duties of this board are in the main general, the work 
it does is of larger importance than it seems to be. It really is 
responsible for the school spirit in the county, for the appearance 
of school property, and for the advancement made in education. 
When organized the law said that this board should meet semi- 
annually on the first days of May and September to consider the 
general wants and needs of the schools and school property of 
which they have charge, and all matters relating to the purchase of 
school furniture, books, maps, charts. The school-book law re- 
lieved it of its duty to adopt the text-books in the grades. It 
formerly also regulated the course of study which is now made by 
the state department and adopted and carried out by this board. 
It may adopt rules and regulations for the government of the 
district schools. Another of its duties is to appoint on the first 
Mondav in Mav of each vear one truant officer in the countv. 



III. Township Supervision. 



A. TOWNSHIP TRUSTEE. 

1. HISTORY. 

Tlie townshi]), wliicli is tlic rcnl unit of the ('(Incut ioiial system 
of Indiana, liad its origin in an act nf c(»n<ii'css in Mav, 1785, and 
lias fignrcd as an iniy)()rtanl factor cNcr since. In ISIG, the state 
legislatnre prox idcil tlial "n])on jictilion of t\v('nt\- lionsclnddci's in 
any township, there niiulit he or(l('i'(Ml an election, at wliich three 
trustees shonld be chosen to nianaiic the schools of the townshi]).'' 
Until 1852 the affairs of the township were not vei'v well detined. 
Indeed two ])(ditieal divisions, the eonoressional am! ci\il lown- 
sliip, were maintaine<l. \Vitli tlie new constitntion a clianuc was 
made; the congressional lownslii]) was aholishe(l and the civil 
township became the school nnit and took on largei" ini])ortance 
and nniforniity in the affairs of the state at the same time. The 
three trnstees were niaintaine(l, hoAvever, making the school ma- 
chinery very comjilcx. The law of 1S5!) reduced the nundxT of 
township trnstees to one, making a gi-eat stride toward that sim- 
plicity that chai'acteri/.es the school machinery today. Some (d' the 
claims made and allowol by educators foi' the lownshi]) iinil as it 
is in Indiana ma\' he enuniei'ate(l : (1) It I'cdnces ihe school 
machinery to the nnnimnm. {2) It makes one man I'esponsihle 
tor the schools. ( ."> ) It makes uniform facilities in the townshi]). 
(4) It stimulates a liealtli\- e(lucat)onal tone in neighhoring 
towiishi])s. ( ,-) ) It makes adjustment (d' districts and transfers 
])ossible and easy. ( (i ) It makes cciil ralizal ion (d' schools pi'acli- 
cal. 

2. ADMIXISTIJ.VTIOX. 

a. Kr>E("TI<)\. 'I'KXrKi:. (.»rAMI'I("ATlOX. 

The townshi]) ti'ustee is elecled hy the people foi' a tei'ui (d" four 
years and can not be re-elecle(l jo snccee(| himself. The only 

(74) 



EDUCATION IN INDIANA. ^75 

qualification is tluit lio sliall be a citizen of the township. The 
ofhce has come to he rei^arded of so ninch importance that the 
people generally choose good, honest, intelligent men as incnm- 
bents. 

h. (GENERAL EDUCATIONAL DUTIES. 

The township trnstee has charge of the edncational aifairs of his 
township, lie locates conveniently a snthcient nnmber of schools 
for the edncation of the chihlrcn therein, and builds or otherwise 
provides suitable houses, furniture, apparatus and other articles 
and educational appliances necessary for the thoi'ongh organization 
and efficient management of the schools. 

c. GRADED HIGH SCHOOLS. 

When a township has twenty-fi^e common school graduates a 
township graded high school may be establish(Ml and maintained in 
the center of the townshi}), to which all ])ui)ils who are sufficiently 
advanced must be admitted. The trustee may, with the assistance 
of a trustee of another township, establish and maintain a joint 
graded high school in lieu of a separate graded high school. The 
trustees of the tAvo townshi])s have joint control over such schools. 
If the township does not nniintain a high school the common school 
graduates are entitled to transfers at ])ublic expense to a high 
school in another corporation. 

(1. CENTRALIZATION OF RURAL SCHOOLS. 

Under the law, above mentioned, the township trustees have 
been doing much toward centralizing their schools; large buildings 
are erected near the center of the township, to which pupils living 
at a distance are transported in wagons at public expense. This 
move is growing more popular every year as its advantages become 
known. The advantages of centralizing schools may be enumer- 
ated as follows: (1) When teachers have but one or two grades, 
]mpils are better classified and the work is better organized. (2) 
Pupils are given the advantages of high school facilities which 
they otherwise could not have. ( o) It is an established fact that 
a graded school can be conducted with less expenditure than a 
number of separate schools. In making this assertion the expense 
of transportation is considered, (-t) It is less expensive to the 



76 EDUCATION IN INDIANA. 

parent to havo ohiklren transported — the saving is in the care of 
tlie l)ooks and clnthinii', and es])eeiall_v tliat of boots and shoes. 
(5) Tlic cliildrcii ai'c carcfullv iiiiai'dc(l on tlic road tu and from 
schooL {(>) The ideal jihice foi- a hov is a hmiie uii the farm with 
high school privileges at hand. 

e. REPORT TO ADVISORY BOARD. 

The townshi]) trustee makes reports to th(» advisory hoard 
annnallv, on the first Tuesday of Se])teiid)(M", for the school year 
ending the thirty-first day of duly, and as iinicli ofrciicr as the 
board may r(^qiiire a re])ort lli(M-eof, in writing. These re])orts 
must clearly state the following items: (1) The amount of 
special school revenue and of school revenue for tuition on hand 
at the commencement of the year then ending. (2) The amount 
<»f each kind of revenue reccixc*! within the year, giving the 
amount of tuition revenue received at each semiannual a])portion- 
ment thereof. ( '.] ) The amount of each kind of revenue paid out 
and expended within the year. (4) The amount of each kind 
of revenue on hand at ihc date (d" said report, to ])e carried to the 
new account. 

f. REPORT TO COT'NTY SUPERINTENDENT. 

On the first Monday in August the trustee makes an annual 
re])ort to the county superintendent, giving statistical information 
obtained from teachers of the schools of his township and endiodies 
in ta])ulated form the following additional items: The Jiund^er 
of districts; schools taught and their grades; teachers, males and 
females; average compensation of each grade; and a detailed 
report concerning the financial condition of the township funds 
and revenues for schools. 

!l. REPORT OI'^ EXT'MEKATIOX '!'< ) CorXTV Sl'l'ERI XTEXDEXT. 

The ti'ustees of the several townships, towns and cities shall 
take or cause to be taken, between llie tenth day (d' .\])ril and the 
thirtieth day of the same montli, each year, an einimeration of all 
unmarried ])ersons between the ages of six and twenty-one years, 
resident within the res))ecti\'e townshi|ts, towns and cities. Th<^ 
enumeration must be summai'izecb sworn to and then snbnntted to 
the county superintendent. 



EDUCATION IN INDIANA. 77 

/(. TKANSFER OF TUPILS. 

If any child resident in one school corporation of the state niay 
be better accommodated in tlu' schools of another school corpora- 
tion the parent, gnardian or cnstodian of such child may at any 
time ask of the school trustee in whose township the child resides, 
an order of transfer, which, if granted, shall entitle such child to 
attend the schools of the ('ov])oration to which sncli transfer is 
made. 

/. TOOK CIIILDHEX PKOVIDED FOR. 

It is the duty of each townshi]i trustee and each city school 
hoard to furnish the necessary school hooks, so far as they have 
been or may be adopted by the state, to all such poor and indigent 
children as may desire to attend the common schools. 

/. PARENTAL HOMES. 

School trustees of townshi])s, toAvns and cities are authorized to 
establish parental homes, within or without the corporate limits of 
their corporati(ms, a separate scho(»l for incorrigible and truant 
children. Any child or children who shall be truant or incorrigible 
may be compelled to attend such separate school for an indeter- 
minate time. 

k. SCHOOL DIRECTORS. 

The law provides that the voters of a district may meet on the 
first Saturday in October and elect one of their number as director 
of the school ; but tlie people very seldom if ever do this, for the 
reason that there is no remuneration for this ottice. In case the 
voters do not elect a director, the trustee is empowered to appoint 
one, and almost all the directors are appointed, although they 
exercise so little ])ower that they are now hardly thought of as 
officers. The school director may call a meeting of the voters of his 
district at any time. The director presides at these school meet- 
ings and nuikes a record of the same. He shall, under the direc- 
tions of the township trnstee, have general charge of the school 
property in his district; and he may also visit and inspect the 
school from time to time, and when necessary may exclude any 
refracttiry pupil therefrom. 



78 EDUCATTOX IN INDIANA. 



1. ANNUAL EXrENDITUKES. 



The trustee shall, at least thirlv ('■>(>) days, and not nmre than 
forty (-iO) days, l)ef(ire the animal meeting of the ad\'isi)rv hoard, 
in each year, post at or near the door of all ])ostolfiees in the town- 
ship, a statement of the several estimates and amounts of the 
proposed annnal exjx'iiditures, and the rates of taxation projxised 
for levy against the })ro])ei'ty witjnii such township, for the several 
funds to he expended for his township during the calendar year, 
and also co])ies of siu*li notice shall he puhlished one time in the 
issue ])rinted in the hrsl week of August of each year in the two 
leading news])apers ])uhlished in the county, representing the two 
political ])arties casting the highest nund)er of votes in such county 
at the last preceding gc^ucral election, ;iud one pnhlication in a 
news])aper in the townshi]) interested, if there he a pa])er ])ul)lislie(l 
therein. The cost of such ])uhlicatiou shall not exceed two dollars 
in any one year to any one paper, an<l the cost of necessary copies 
foi' ])osting ami (leli\erv to the honi'd shall not exceed one dollar 
and fifty cents in any one year. And he shall furnish within like 
periods to each of the mend)ers of the advisory hoard a statement 
of such estimates and amounts. Such statement shnll contain a 
notice of the place of meeting of the ad\isoi'y hounl, and shall 
he suhstantially in the following form: 

EXPKXDrrili'KS AX1> TAX LEVIES l<()i; T H !•; ^■|•:Al;. 

The trustee of township, county, ])ro])oses for the 

yearly expenditnres and tax le\ies 1)y the advisory hoard at its 
annual meeting, to he held at I he school house of school district 
Xo. — , the following estimates and amounts for said yeai': 

1. Townshi]) ex|»enditures, $ , ami township tax, — cents on 

t he liniidre(| dojla rs. 

2. Local t nit ion e.\|ienditures, $ ^ and tax, — cents on the 

hnndi'eil dollai's. 

.'). Special school tax expenditures, .$ , and tax, — cents on 

t he linndred dolla rs. 

4. IJoad lax ex]»endit nres, $ , and lax, — cents on the linn- 
dred dollai's. 

T). Additional road tax exjieiidit nres, $ , ami tax, — cents 

on the hnnd I'ed di illars. 



EDUCATION TN INDIANA. 79 

(i. l.il)rarv cxpciidilnres, $ , aiul tax, — cents on the luindivd 

(Inllars. 

7. l^dor ('X])en(liliircs for prcccdiiiii' vcai', -$ , and tax, — 

cents on the Innidi'cd dollars. 

8. Otlici- items, if anv, expenditures, $ , and tax, — cents 

on the linndred dollars. 

Total ('X])enditnres, $ , and total tax, — cents on tlie 

Imndred dollars. 

( Dated) (Sio-ned) , Trustee. 

The trustee shall ])roenre and lay l)efore the advisory hoard at 
the annnal meetinii' thereof, the assessed valuatiou of the taxal)le 
pr(i])ei-ty of the townshi]) for sncli year, and also the ninnher of 
taxahle ])olls in such township. 



B. ADVISORY BOARD. 

The latest addition to the school niaehinerv (d" Indiana is a 
townshi]) advisory board consistinji' of three resident freeholders 
and qnalifle(l voters of the township, eleete(l hy the ])eople for a 
term of two years. This came in answer to the demand for souie 
kind of a check u]ion the township exj»enditnres. 

1. DUTIES. 

The advisory hoard meets annually on the first Tuesday of 
Se])tend)er to c<»nsider tlie various estimates of townshi]) ex])eudi- 
tures as fnrnished hy tln' townshi]) ti-nstec for the ensuin<>' year, 
whicli it may acce])t oi- reject in ])art or in whole. In addition to 
this ])ower to determine the amounts for which taxes shall l)e levied 
the advisory hoard determines and fixes the rates of taxation for 
the townshi]). The meetings are o]ien to the ])nhlic and at any 
session of snch hoard, any tax]")ayer of the townshi]) may ai)])ear 
and be heard as to the advisability of any estimate or estimates of 
ex]oenditnres, or any ])ro])osed levy of taxes, or the a])])roval of the 
townslii]! trnstee's re])ort or any other matter l)eing c«)nsidered by 
the board. 

The members of the advisory board are usually anionii" the most 
reliable citizens of the townslii]i. The remnneration is only five 
dollars a year, so that the service is an indication of the public 
spirit of the citizen chosen. 



IV. City and Town Supervision. 



A. THE SUPERINTENDENT. 

1. HISTORY. 

Provision for separate school systems in incorporated towns 
and cities was not made till 1873, when school trustees of towns 
and cities were given power to employ a sn])erintendent f(»r their 
schools, and" to prescribe liis duties, and to direct in the discharge 
of the same. Previous to this there had simply been no city or 
town schools as a rule. The city superintendent has come to be 
regarded as one of the most important school ofhcials in the state, 
and though his duties are not speciiied by law, his duty and })ower 
are recognized in the community. 

2. ADMIlSnSTRATION. 

II. TENURE AND QUALIFICATIONS. 

There is no legalized term of otfice, but the custom is to elect 
annually and to retain during good bcbax'ior. There is a growing 
tendency to elect for two, three or four years. Tlicrc is neither 
educational nor professional qualiiication re(piirc(l, l)ut the super- 
intendent as a general thing is a man of ability and character and 
is an boiidf to the conimnnity. The strengtli of the city scliools lias 
come through tlie care witli whicli sujx'rintendents arc scIccIcmI, the 
long tenure, and the freedom of management conferred. 

1). DUTIES. 

The wide-awake city superintendent is a very busy man. Tie 
has in liand in minute detail the side (d' ('((uipnicnt. lie knows 
tlic conilitioii (d' tlic bnildiiigs ami suggests ini]»ro\('nients and 
repairs. \\v makes <\stiniates (d' the bndget nec^ded each ycai' toi- 
all expenditures. In addition to liis responsibility foi' tlie material 

(80) 



EDUCATION IN INDIANA. 81 

equipment, he answers for the progress of the schools in the eoni- 
inunitv. He chooses the teachers and assigns them. He makes the 
course of study and directs the teachers in making it effective. lie 
carries out a plan of systematic su])er\ ision hased upon his expert 
pedagogical knowledge. These things he does directly and through 
assistant supervisors. 

The scholarly, cultured su])erintendent has great opportunity in 
his conununity to direct jmhlic opinion in right channels upon 
educational topics. 



B. CITY AND TOWN SCHOOL BOARDS. 

1. HISTORY. 

Under the law of 1875 the connnon council of each city and the 
board of trustees of each incor])orated town of the state were 
authorized to elect three school trustees to constitute a school 
board. All cities and towns in the state with the exception of 
Indianapolis and Evansville choose their school lx>ards under this 
law. Indianapolis and Evansville schools are operated under 
special charters secured from the legislature. 

2. ADMIX ISTRATIOX. 

(I. TENURE AND QUALIFICATIONS. 

Members of school ])oards are elected for a term of three years 
and only one new member is elected each year. Xo qualifications 
are specified by law but the people usually select men of intelli- 
gence and culture for members of these boards. 

h. GENERAL DUTIES. 

The school boards have charge of the schools in their respective 
corporations. They employ the superintendent, who is directed by 
them to nominate teachers, whom they employ and pay. The 
school boards, of course, have under their charge the building and 
])rotection of the school buildings. They Inne authority to buy 
and sell school ])ro])erty, erect buildings, establish libraries, and to 
do anything that will promote the best interests of the schools so 
long as the school funds of tlie town or city permit. 
6— Eddcation. 



82 EDUCATION IN INDIANA. 

c. KEPOKTS. 

The sclidol trustees of the iii('(ii'])(ir;ite<l towns ;iiifl cities receive 
a special school revemie and a tuition re\'enue hel(tniiiuu' to their 
eorporatious. Tliey ;ire i-e(|uire(i to keep accurate accounts of the 
receipts and ex])ciiditures of sucli i'e\-ennes, wliich thev render to 
the county connnissioners annually on the first .Mon(hiy in Auiiust 
for the scliool year, whicli, in Indiana, ends on the .'Slst (hiv of 
duly. This i'('])oi't iindudcs the followiin:' thiiiii's: First, the 
amount of s])ecial i-excnuc and tuition re\ciiue on Imnd at the 
coninienceuicnt of the year then eudinu'; second, the amount (d" 
each kind of revenue received dui'inu' the yeai', ii'i\inii' the amount 
of tuition i'e\-eiine received at each semi-annual apportionmenr 
there(d; tliird, the amount <d' eacli kind (»f rexcuue paid out aiul 
ex])eude(l within the year; foui'fh, the amount of eacdi kind of 
revenue on hand at tlie date of said report to he carried to the new 
account. 

<i. kixi»ek(;ahtexs. 

V>y an act |tasse(l in 1S8U school hoards were empowered to 
estahlish in connection with tlie counn(Mi scliools of incorporated 
towns and cities kinderuai'tens for (diildren hetween ai;es of four 
and six, to he i)aidi for in the same manner as other grades and 
departments, jH'ovided tlie expenses are met through local taxation. 
As a residt most (d" the cities in the state and (pute a numher of the 
towns have successful kindergai'teiis in opei'ation. d'lie woi'k done 
covei's the coiuplete range of kimlei'garteus. in addition to these 
there ai'c nian\- pi'i\a1e kindergai'teus. 

r. :MANT\VL TKAIMX(J. 

I'lidei' an act id' ISDl, ;dl cities of a gi\cn ])o|iulat ion were 
eui])owei'e(l |o estahlish in connection with and as a jtart of the 
system id the coumiou sidiools, a system of industrial or manual 
traiinng and education, wlierein •^liall he taught the |>i'actical Use 
(d tools and mechanical implements, the elementary principles of 
mechanical construclion and mechanical <lrawing. Indianapolis, 
until (piite recently the oidy city that met the conditions, has i 
s])lemlid manual ti'aining high school. Splendid manual training 
schools are now estahlished in l''t. W'aNiie, iMansxi lie, Kichniond, 



EDUCATION IN INDIANA. 83 

Terre Haute and dtlicr cities. Sonic work in niaimal training is 
done in a nnnd)cr of sclio(ds in smaller cities over the state and the 
,idea is growing. 

f. NIUHT SCHOOLS. 

By act of ISSO all cities with a ])opnlation of three thousand or 
more Avere authorized to maintain night schools whenever twenty 
or more iidiahitants having children between the ages of fourteen 
and twenty-one years of age, or perso.ns over twenty-one years of 
age, who, hy reason of their circumstances are coni])elled to be 
employed during the (hiy tor family su])port, shall ])etiti(m school 
trustees so to do. It was ])rovided that all persons between the 
ages of fourteen and thirty who are actually engaged in business 
or at labor during the day shall be permitted to attend such 
schools. This furnishes an excellent op])oi1nnity for certain 
classes to obtain an e(lucation which would otherwise be denied 
them, but no large demand has yet been made for such schools. 
See table, which includes night schools, for statistics. 



84 



EDUCATION IN INDIANA. 







^ 9 
<^ 

O H 



rfl 
1-1 
O 

O 

- w 

;z; CO 

•—I t_ 

!^ ^ 

::^ ^ 

^§ 



> 2 



IBqiuaiu^.i'BClaQ sj 



•3ui 

Ut«.tJ, ]BUU'BJ\[ Sllj 

o(j a.iB sap-Bjf ) jBtj'^vY 



■J a ]) II I \[ Suipiwj 



.iBSj9puix Jsqranj^ 



'3i~; 



^ « T. -iJ r. +:i r. x . r. r. -/: -/. -r. x -r. 



00 00 00 00 00 



00 00 00 00 ooo 



•siooqos' 



pajonpuog spoqag 
jq3i^ J8qran»^ 



-\\v,\>^ 5ui'op s(i(ln,^ 



■sjooqas SuiuiBaj^ 



•p,}IIo.i 
113 siidn^^ .i9quin>j 



•pr');'B.i^iu 
ntig sjidnj .iaqiun|vT 



■saaqoBajj 
apBjQ J9qiun>j 



•S.I9q.)T!9X 



5J -ooooJJ^^^ 



M 00X00 



-* t-cn •* 



t-woooin-HOt-t-mc 

COCClOO'*30lOt~OOOOOC 

ot-i~-oc — - 



> in T* o in c- 00 «o 

> M M ic in 05 'J X 









CM— IH-CO 



r-<« M. 



^ t^ o 1^ — o o -r . 



?rx« -*>o» 










_a. 


0. 


» c 






■ 0. 


c 


: > 








oi 


■X 


■1. 



C S 5 r. > s ;: ■'• s ?- i = w.s < r _ . r 



O X 

o c 



i 3 a 



S o o 



a. 

Si 

U^' . 

1; tuC 

bis 2^ 

•-" S.- 
1- ^ * t- 



V. Education of Colored Children. 



As early as 186('), while the auieiKlinents to the constitution 
were still under discussion, the education of the colored children 
of Indiana was the subject of a recommendation made to the 
legislature bv State Superintendent Hoss. He suggested (1) that 
the school trustees open separate schools for colored children when 
a given number of such children of school age reside within 
attending distance. He thought the number could not safely be 
less than fifteen. He suggested (2) that in case, in any neighbor- 
hood, the number of children be less than fifteen, the distributive 
share of revenue due each colored child shall be set apart for the 
education of such child in such manner as the proper school 
trustee shall provide, (o) He suggested that it be made specially 
obligatory upon the trustee to make some provision for the educa- 
tion of the children to the extent of the money set apart for the 
same. This same year the examiners in convention at Indianap- 
olis passed a resolution extending the benefits of the school system 
to the colored children of the state. Two years later State Super- 
intendent Hobbs made a stronger case calling for some legislation 
and finally, in 1869, an act was passed rendering taxation for 
common school purposes uniform, and providing for the education 
of the colored children of the state. At various times since the law 
has been modified and interpreted, so that colored children to-day 
have practically the same privileges as white children. In many 
communities separate schools are maintained even throngh the 
high school. Where such schools are separate it is insisted that 
jnst as good facilities and teachers shall be provided as are to be 
found in other schools. In many of the high schools of the cities 
and larger towns colored children attend the same high schools as 
the white children, and the doors of the three state institutions are 
open to them. At present there are ennmerated in Indiana 15,443 
colored children between the ages of six and twenty-one years, and 
of this number 9,163 are attending the public schools. 

(85) 



VI. The Teacher. 



There are at present in Indiana over sixt(^en thousand teachers 
employed in the ])nl)lie schools. This army of men and women 
re])resents the hest l)lo(i(l and culture of the state. Really with no 
professional requirement specified hy law the diiiiiity of tlie voca- 
tion is recognized everywhere, and it is felt that tluM-e is a 
profession of teachiuu'. State, county and city superxisioii has 
constantly advaiice(l the standard of excellence required, and an 
educated public sentiment demands the hest service possible. 
Even with the life of the average teacher in the districts only 
about four years, jtrogress is apparent in all ])haseS'Of school work. 

1. TENURE. 

Teachers are elected annually, liut as a matter of fact the tenure 
in the state is during good behavior, ihat is, the ])osition is secure 
as long as good work is done. Rarely does a good teacher lose a 
])lace in Indiana. 

2. CONTRACTS. 

The law pnjvides that all contracts mnde by and between 
teachers and school cor])orations of the stale of Indiana shall l)e in 
writing, signed by the |)ai'ties to be charged thei-eby, and no action 
can be broughl u])on any conti-act not made in confoi'niity to the 
})rovisions of this law. The law also ])rovides for nniformitv in 
contracts in the state by using the following contract : 

TkACIIEU'S ( "ONTKACT. 

For liicorixtratrd Towns and ("itics. 
THIS AGREEAIEXT, Made and entered iido I.etween tlie townshii), 

town or city SCHOOL (^OKI'OHATIOX of 

in County and State of 

Indiana. 1)y 

t lie Hoard of 

School Trustees of said Corporation, of tlic tirsi part, and 

a leiially (lualiticd Icaclier of 

said County, of tlic second part. 

(8(i) 



J^nV CATION IN INDIANA. 87 

WitiicKsrtJi. That said 

lioreby agrees to teach, in llic Public Scliools of said Corporatidii 

grade, or such grade in the school departiiicut as tlic 

School Board or Superintendent may direct, in 

School ])nilding, during the scliool yeai-. beginning tlie day of 

A. I>. r.Hi. .. for the salary of 

Dollars 

per (month, year,) to be paid 

(State when all or parts of salary will be ptiid.) 

Said 

further agrees, faithfully, zealously and impart i;illy, to iierfoini all the 
duties as such teacher, using only sucli text-liooks as are prescribed l)y 
said Board, or Superintendent, of said schools; that . .he will accurately 
keep and use all registers and blanks placed in .... Iiands liy saiil 
Board, or the Superintendent of said schools; that . .he will make a com- 
plete and acciu-ate report at the close of the school term, the blank for 
^Yhich is provided on the back of this sheet; that . .he will make all other 
reports rec]uired by said lioard. Superintendent or School Law; that . .he 
will exercise due diligence in the preservation of the school buildings, 
grounds, furniture, books. maj)s and other school property committed to 

care, and turn same over to said Board at the close of said school. 

in as good condition as when received — damage and wear by use excepted; 
and that . .he will conform to the rules and regulations of said Board, 
and Superintendent, and faithfully and impartially enforce them among 
the pupils. 

Said School Corporation, by said School Board, agrees to kei'p the 
school buildings in good rejiair and furnish the necessary fuel, furniture, 
books, maps, blanks and such other appliances as may lie necessary for 
the successful teaching of the branches in said schools. 

And said School Corporation, by said Scliool Board, further agrees to 

pay said 

for services as teacher of said school, said salary of 

Dollars per (month, year. i 

as above agreed upon. 

Provided, That in case said teacher shall be discharged from said 
school by said Board for incompetency, cruelty, gross immorality, neglect 
of business, or a violation of any of the stipulations of this Contract, or 

in case license should be annulled by the County Superintendent, 

or by the State Superintendent, . .he shall not be entitled to any compen- 
sation after notice of disniissjil or annulment of license. 



88 EDUCATION IN INDIANA. 

Provided further. That the teacher shall have a diiplieate copy of this 
Contract. 

//( Witness Whereof. We have heieniito suliscribed our names 

this (lay of A. D. 190. .. 

President. 

Secretary. 

Treasurer. 

Hoard of School Trustees. 

Teacher. 

Notes— 

(1.) Full authority is ^iven School Boards to substitute the words " principal," " su- 
pervisor" or " superintendent " wherever the word " teacher " appears in the Contract, 
when the Contract should be so drawn. 

(2.) This Contract is the official form as made under the provisions of H. B. No. 139, 
of the Acts of 1899. 

3. REPORTS. 

To enable the trustees to make reports wliieli are required of 
them, the teacher of each school, whether in t<»\vnship, town or 
eitv, .shall, at the expiration of tlie term of the school for which 
such teacher shall have been employed, furnish a complete report 
to the proper trustee, verified bv affidavit, showing the length of 
the school term, in days ; the number of teachers employed, male 
and female, and their daily coni]K'nsation ; the number of ])U])ils 
admitted during the term, distinguishing between males and 
females, and between the ages of six and twenty-one years ; the 
average attendance; books used and branches taught, and the 
number of pupils engaged in the study of each branch. Tntil 
such report shall have been so filed, such trustee shall not pay 
more than seventy-five per centum of the wages of such teacher, 
for his or her services. Following is a form of this re])ort : 

Teacher's ok Principal's Report to Township Trustee. 

Note.— This report nuist l)e made by each teacher having charge of the 
attendance of pupils. A hi^h school teacher who woiks under the direc- 
tion of a principal will not n"ed to make the i-eport in case the principal 
rei)orts for the entire hijijh school. In graded grammar schools each 
teacher should report for the i)ui)ils directly under his charge. The prin- 
cipal of a graded gramm;ir school shduld re])ort only for the pupils di- 
rectly under his charge. 

Report of 

(teacher, principal) of District 

Township County. Indiana. 

to the Townsliip Trustee, for the school term Iteginning 

and closing 



EDUCATION IN INDIANA. 89 

For all Teachers Who Have Charge of Attendance of Pupils. 



1. Number of days scliool was in session, - - - - . 

2. Number of pupils enrolled during year, .... 

Male, ; female, ; total, . 

3. Number of pupils withdrawn during year, - - - - 

Male, ; female, ; total, . 

4. Number of pupils suspended during year, . . - - 

Male ; female ; total, . 

5. Number of pupils expelled during year, .... 

Male, ; female, ; total, . 

6. Number of pupils re-entered during year, .... 

Male, ; female, ; total, . 

7. Number of pupils remaining in school close of year. - 

Male ; female, ; total, . 

8. Number of pupils neither tardy nor absent during year, 

Male, ; female, ; total, . 

9. Number of cases of tardiness during year, . . - - 

Male, ; female, ; total, . 

10. Number of pupils tardy during year, 

Male, ; female, ; total, . 

Total days of attendance by all pupils for year, - - - . 
* " " " absence, " " " << " . - . 

Total cases of tardiness, . . Time lost by tardiness, - . 

tAverage daily attendance for year, ----- 

Percent, of attendance — ll-;-(ll f 12), 

Number of pupils promoted to 

(a) Second year, 

(b) Third " - - - 

(c) Fourth " .------. 

(d) Fifth "--.--.--. 

(e) Sixth " ..-----. 

(f) Seventh " - - - - - - - - , 

(g) Eighth " --.----. 
(h) High School, ---.--.. 

Xuml)er of graduates from the eonniion l)rimches and recolv- 
ins; diplomas, - IMale ; female ; total. 

Xuniher of graduates from non-commissioned township high 
schools. - - 'Sl:\\e : female : total. 

Number of graduates from commissioned township high 
schools, - - Male •. ; female : total. 

How many books in school library (not including reading- 
circle books) at beginning of year? ----- 

How many books were added to the library (not including 
reading circle books) during year? ----- 



Notes: — 

*(1.) After three days of absence the pupil shoukl be withdrawn, and his absence 
counted no more for that period of al)sence. After being withdrawn, he is not a pupil of 
the school, and can not be again until he is re-entered, as in item 6. 

t( 2. ) To find average daily attendance divide the whole number of days of attendance 
made by all the pupils by the nunjber of days of school taught. 



90 EDr CATION IN INDIANA. 

22. Total now in school lilii-.-iry (not indudini;- rcadin.u' cii-cli' 

books), - - - - - - - - - - - 

2o. How many rcadinu' circle lioul^s wci'c added durin.u yearV 

24. IIow many implis i-ead one or nioic school lil>rary or readinu' 

circle liooks duriny yearV - - - - - - - 

2."). Do patrons rend sclio(d library liooksV - - - - - 

2<'i. Nnnd)er of visits to school. 

Parents, : officials : others total 

27. .Xiindier of teachers em])loye(l (if school lie hiuli scliooli. 

.Male : female : total 

25. Number of days teacher attended township in.stltute, - 

20. Books and apparatus left in school room at end of term. - 

I do solemnly 

swear that the above report is true to "the best of my knowledge and 
belief. 

Teacher. 

rrincipal. 



4. WAGES. 

I'lio waii'c (|ti('sti(iii has received a ii,(i(i(! deal of iiitelliu'eiil enii- 
.sideratiofi in lato vear.s and as a result Indiana lias tlic tullnwinc 
law regulatiiiii,' the wages of teacher.s : "The daily wages of teaeli- 
ers for teaching in the public schools of the state shall not he less 
in the case of beginning teachers than an amount dererniined ])\ 
innhi])lying two and one fourth ( i' j ) cenls hy the seholarshi]) 
given said teacher on his highest grade of license at the time of 
contracting; and after the tirst sehoid term of any teacher, said 
teacher's daily wages shall not he less than an amount determined 
hy mtilti]>lying two and oiiednilf (2.1) cents hy the general average 
ot selndarship and success given the teacher on his highest grade <d 
license at the time of ('(nitraeting ; and after three years of teaching 
said wages shall not he less than an amount determiiHMl hy niidti 
plying two and thi'ee-fonrths ('I'}) cents h\' the general a\'erage of 
scholarship and success given the teacher on his highest grade of 
license at the time of contracting: I'ror'nlcd . That two (2) ])ei- 
cent, shall he ad<led t(i a teacher's geiH'ral aN'crage of scholarship 
ami success for attending the county institute the full nundier of 
diiys and tliat said two ( i' ) per cent, shall he adde(l to the a\'erage 
scholarship of beginning teachers. 

''All teachers now exem|)f, or hereafter exempt from examina- 
tion, .shall he paid as daily wages 1"or leaching in the puhlic scho<ils 



EDUCATION IN INDIANA. 91 

of the state not less tluni an ainnmit (Icterniiiied 1)V iimltiplvinii' two 
and tliree-foiii'ths (1^4) cents l)_v the i>,'eneral average of schohu'slii|) 
and success given said teachers: Pvoridcd , That the grade of 
scholarship counted in each case be that given at the teacher's last 
examination, and that the grade of success counted he that of the 
teacher's term last ])receding the date of contracting. 

''All school officers shall comply with the provisions of this act 
and shall pay the teachers en)])loyed by them no less than such an 
amount as shall be determined by sections 1 and 2 of this act. 
School officers who shall be adjudged guilty of violating any of the 
provisions of this act shall be tined in any amount not exceeding- 
one hundred dollars ($100) for such offense. The state superin- 
t(Mideut of ]iiddic instruction is hereby authorized to bring action 
against any school officer violating any of the provisions of this 
act." 

Here are some statistics showing the wages paid to teachers in 
Indiana daily during the year llM)o-4: 

MfiJrs. FniniU'ft. Total. 

In t(i\vnsliii)s .f;i8,.")(;2 CI .l;il.242 27 .1^24.804 88 

III lowns 1,7;{2 r)4 2.2:^4 GO :5.;)tj7 14 

In cities 2.'.«(; 85 0.474 42 12.411 27 



Wliol(> st;ite .'};iS.2:'.2 <I0 .^22.'. K")! 21) $41,183 29 

Average Daiev Wages. 

Males. Females. Total. 

Townships ii;2.4.3."> .$2,275 .$2.3<! 

ToAvns .",.214 2.307 2.606 

(Mtif's 4.407 2.770 3.055 

Average for state 2.(!07 2.472 2..5()7 

Tlie above statistics do not incliule salaries for supervision, which are 
paid from the special school funds, ,$2."n.(luo ))eins paid annually to county, 
city and town superintendents. 

5. SriTOOL TERl\r. 

The law provides that the minimum school term shall be six 
months. The average length of the term even for district schools 
is much more than six months. This, with the wage sentiment, has 
helped ])lace teaching u])(in a higher ))laiu', and has been an incen- 
tive to more thorough pre])arati()n on the ])art of the teacher. 



92 EDUCATION IN INDIANA. 

n. QFALIFTCATrOXS. 

Teachers must have good moral character and hokl a valid 
license. If an applicant is objectionable a majority of the patrons 
throngh petition to the tnisteo may ]irevent liis appointment. If 
a teacher ])r()Vos innvortliy tbroiiiih iiogloct, iiicoinpctoncy or bad 
conduct he may be removed by the county su])crinten(k'nt who has 
power to revoke his license. 

7. THE COMMOX SCHOOL TEACHER 

Conunon school teachers are tliose Avho teach in tlie tlistricts 
and in the grades in cities and towns. They nmst pass examina- 
tions in orthography, reading, writing, arithmetic, geography, Eng- 
lish granunar, physiology, scientific temperance, U. S. history, 
literature and science of e(hication. The grading is governed by 
the following rules : 
A general average of 85 per cent., not falling below 75 per cent, in 

any one of tlie 10 items, nor in success, entitles the applicant to 

a twelve months' license. 
A general average of 90 per cent., not falling below SO per cent, in 

any one of the 10 items, nor in success, entitles the applicant to 

a 24 months' license. 
A general average of 95 ])er cent., not falling below 85 per cent, in 

any one of the 10 items, noi- bchtw 90 in 1>, 10 and success, 

entitles the apjilicant to a ;!<) months' license. 
The general average is the mean of the average scholarsliii) and 

success (o])tained by dividing theii' snm ])y two). 

The above standard of license was ado])ted by the state conven- 
tion of county su))erintendents, held at Indianapolis, June, 1898. 

Here is the form (d' license used, 










i-^\.<KX^ 












;|7'^ ' 






//. //.///,,./ ///,,,,,, 



(93) 



94 EDUCATION IN INDIANA. 

8. TIIK PKl.MAKV TKACllKR. 

The state board of ediicatinn has ])i'(ivi(l(Ml aii cxaiiiiiiatioii for 
primary teachers re([niriiig less knowh'd^c of the branches and 
more knowledge of the work to be done. The license based npnn 
this examination is issued almost exclnsively to women who d(t 
work ill the first four arades. 



i>. TTTK TirOII SCITOOL TKAdTKTf. 

Still another grade of license is issned to hioh school teachers 
who teach subjects other than the common branches. The tendency 
is to limit tlu^ high school teacher to one or two snbjects and to 
re(|iiire s])ecial ])re])aratioii in these. There are fi\e difFercMit 
forms of the high school license: (1) The conntv high school 
license, issned bv the conntv superintendent, valid in the comity 
for one, two or three years, accoi'ding to grade of scholarship. 
(2) The state high sclnxd license, issned by the state superin- 
tendent, and valid in any high school in the state for one, two or 
three years. ( ."] ) The sixty months' license, issned by the state 
sn])erintendent. I>efore this can be secnred the a])])licant must 
hold a three years'' common school license, issued by the state 
sui)erintendent. (4) The ])rofessional license is granted by the 
state board of education, and is \-alid for a period of eight years. 
(5) A life state license is issued by the stat(» board of e(lncation, 
\alid whik^ good character is maintained. Since 18(57 the state 
board has issued u])on examinations ^]()'^ life state licenses and 
28.'} ])rofessional licenses. UiuhT the tollowing proxisjoiis the 
state superintendent has eonntersigned sixty life state certiHcates 
from other states since the enact men t in 1 S'.i!> : 

The state supcrintciidciit ol' im))]ic instruction iiiiiy couiitersiji-n the 
life state ccrtilicates of tciiclici's of oilier stales, when the holders of such 
certilicates shall liave fu?-nislie(l satisfactory evidence of fj-ood moral 
charncter. and exiierieiice and success in teachiiifi". as is reiiuired for life 
state certilicates in tliis state; and wlien so countersigned sucli certiticates 
shall lie valid in any of tlie schools in this state: I'rovided. Tliat the 
rc(|\iireinents for olitaininL;' tlie life slate certilicates of otlier stales shall 
he e(|ni\alent to tlie re(|nirenienls foi' llie same certiticates in this slate. 



EDUCATION IN INDIANA. 



95 



10. GK^^PTRAL DFTIKS. 

The teacher is reipiircd to enforce in good faith the rnk's and 
egnhitions of th(^ comity Ixiard of education ; to exercise care over 
chool pro])ert_v ; to use kindly means of cnfoi'cing obedience. The 
listrict teacher is required to attend tnwnslii]) institnte one Satur- 
lay in each month, and the town and city teaclier is recjuired to 
ittend such meetinos as the su])erintendent shall call. The teacher 
s expected to make his schoolroom as clieerful aud attractive as 
)ossil)le. lie is r('(|uii'e<| to do ])i'ofessional readiuiz,- and to take at 
east one good school journal. lie is expected to take part in the 
ife of the community, lie is re(|uire!i hy law to make reports to 
u])<'rint''nd('nts, trustees aud ti'uant otHcers. 

11. EXA:\riXATIOX (JFESTrOXS. 

Following will be found sets of examination (|U('stions such as 
re nsed for different grades of license: 

'/. (iUEi^TI()X8 FOR COUNTY AND STATE COMMON SCHOOL 

LICENSE AND FOR FIRST DIVISION OF SIXTY 

MONTHS" STATE LICENSE. 



RULES FOR EXAMINATION. 

1. These questions shall l)e used on the 
-st Saturday of the month only. 

2. During the examination, all liooks, 
aps, globes, or other aids, shall l)e re- 
eved from sight. 

3. The writing of applicants should be 
Dne in every case with pen and ink, to 
revent erasures and changes. 

4. All conversation or communication 
lould be absolutely forl)idden during the 
waminatiou. 

5. At no time during the examination 
lould any questions be shown, except 
ich as have been or are then being used. 
G. The printed lists should be divided, 
) that no opportunity oi- temptation may 
; given to applicants to refer to authori- 
es at recess. 

7. Applicants should not be permitted to 
(k questions. If they have any doubts as 
1 the meaning of a question, let these be 
t'ered in writing, so that the superintend- 
it may consider them when he examines 
le answers to the question, 

8. If a correction is necessary, erasures 
lould not be made, but a single mark 



should be drawn over the error, that the 
superintendent may see the error as well 
as the correction. In arithmetic, the entire 
work should appear on the manuscript. 

9. Each subject shall be graded on a 
scale of a hundred, each question being 
valued at an equal part of one hundred, ex- 
cept when niarked otherwise. 

10. These rules should lie given the ap- 
plicants befoi'e entering upon the exami- 
nation. 

ft«"The board suggests that, since many 
((uestions admit of a variety of answers, 
credit be given for the intelligence shown 
in the answers, rather than for their con- 
formity to the views of the superintendent. 

Note 1.— Neither the state board of edu- 
cation nor any member of the board pre- 
pares for publication in any periodical 
whatever, answers to the questions asked 
by this state board of education. The state 
board is not in any way responsible for any 
such publication. 

Note 2.— For the information of appli- 
cants for teachers' license the following 
orders of the state Ijoard of October, 1885, 
are here printed in full (p. 52 record): 



96 



EDUCATION IN INDIANA. 



"Ordered, That the Keadiiig Circle ex- 
aminations in the science of teaching be 
accepted by county superintendents in 
place of the county examination on that 
subject, and that tlie average of their four 
.siircesiiire yearly cxdnnuationx in the 
science of teaching l)e accepted liy the state 
board in the examination for state certifi- 
cates." 

" Ordered, Tliat tlie Reading Circle ex- 
aminations in the general culture book be 
accepted by county superintendents in 
place of the county examination in litera- 
ture, and that the average of their four suc- 
cessive yearly examinations in the general 
culture books be accepted by the state 



))oard in the examination for state certifi- 
cates."-May 14, 1896. 

WRITING AND SPELLING. 

The penmanship shown in the manu- 
scripts of the entire examination will be 
graded on a scale of 100. with reference to 
legibility (50), reyiilarity of form (30), and 
neatness (20). The handwriting of each 
applicant will be considered in itself, rather 
than with reference to the standard models. 

The orthography of the entire examina- 
tion will be graded on a scale of 100. and 1 
will l)e ileducted for each word incorrectly 
written. 



In each list aiisirer any si.c, hut m 



(1) ARITHMETIC. 

What must be taken from 446182987 in 
order that the remainder maybe ex- 
actly divisible by 62593! 

The product of three numbers is 83. If 
the first is i\ and the second 3i"e what 
is the third? 

By what decimal part of a pint does 
.008 of a tiuart exceed .0004 of a peck? 

How many yds. of Brussels carpet 
must you buy to carpet a floor 21 ft. 
long by 13 ft. 9 in. wide, allowing 
9 in. on each strip for waste in 
matching the figure? 

A cylindrical cistern is 6 ft. in diameter 
and 8 ft. deep. How many gallons 
of water will it hold? 

The valuation of property in a certain 
city is $24,500,000.00. How much tax 
must be levied on each $100.00 to pay 
the interest on bonds issued to the 
amount of $125,000.00 aii<l bearing 
3J% interest? 

If 18 be added to a certain numl)er, I of 
t of the sum is 45. What is the 
nunil)er? Solve by algebra. 
2^; _ x ^ 20 

7 3 21 



Find value of x. 



(2) HISTORV. 

1. Have the movements in our national 

history been toward a federal gov- 
ernment or a national government? 

2. Nanu- five men who were prominent in 

the federalist party. 

3. What led to the adoption of the 12tli 

anu-ndment? 

4. What was the cause of the split in the 

democratic party in 1860? 

5. Who were the republican candidates 

for the presidency before the Chi- 
cago convention in 1860? 

6. What was the Kansas-Nebraska act? 



7. What contention was the occasion for 

the Webster-Hayne debate? 

8. Write a l)rief biography of James B. 

Eads. 

(3) PHYSIOLOGY. 

1. \\'liat do you understand to be the 

meaning of the term " school sani- 
tation?" 

2. Describe the red corpuscles of the 

blood and give their function, 

3. Starting at the right auricle, follow a 

drop of blood in its circulation 
through the larger vessels and the 
heart until it returns to the right 
auricle, 

4. Why does a physician feel a patient's 

pulse? 

5. What <ligestive changes are effected by 

the gastric juice? 
G. Explain the paths of sensory and motor 
impulses that figure directly in the 
reflex removal of the finger from 
the hot stove. 

7. What is the real source of danger in 

remaining in a podrly ventilated 
room? 

8. What physiological effects of alcohol 

are apparent enough to any observer 
to serve as ett'ective warnings l)y a 
tactful teacher? 

(4) REAI)lN(i. 
The splendor falls on castle walls 

And snowy summits old in story; 
The long light sliakes across the lakes, 
.Vud the wild cataract leaps in glory. 
Blow, bugle, blow, set the wild echoes 

flying. 
Blow, bugle; answer, echoes, dying, 
dying, dying. 
1. Wlio is the author of the above? When 
and where did he live? Name eight 
poems by this author, underscoring 
those you have read. 



EDUCATION IN INDIANA. 



97 



2. (live the first assignment you would 

make upon this poem to eightli 
grade pupils. 

3. Give the picture which the ahove 

stanza suggests to you? 

4. What is meant in the second stanza liy : 

'■ ( ) sweet and far from cliff and scar 
The horns of Elflan.l faintly blow- 
ing!"? 

5. What is meant in the third stanza by: 

" Our echoes roll from soul to soul 
And grow forever and forever.""? 

6. Suggest some example by which the 

thought in this poem might be 
brought home to the child. 

7. Would you select stories written in 

dialect for the primary grades? Give 
reasons. 

8. In the sentence, " Silverlocks lay down 

on the wee bear's bed and was soon 
fast asleep," how would you teach 
the words Silverlocks and asleep/ 

(5) GEOGRAPHY. 

1. What waters does the Erie canal con- 

nect? What cities are at its extrem- 
ities'? Of what commercial advan- 
tage is this canal? 

2. Compare September and December in 

regard to time of sunrise and sun- 
set; length of sun's rays. Where 
are the sun's rays vertical in each of 
these months '? 

3. What two countries in Europe have a 

government similar to our own ? In 
which continent is there a total ali- 
sence of a republican government '. 

4. Locate Rio Janeiro, Hong Kong, the 

Indus river. Strait of Gibraltar. 

5. Give four important uses of mountains. 

6. What are geysers ? Llanos? Steppes? 

Where may each of these be found ? 

7. The following have in recent years 

been discussed with much interest 
in the newspapers: Cuba, Hawaiian 
Islands, Philippines, Martiniciue. 
Where are these places ? 

8. Modern magazines and newspapers 

usually contain maps showing the 
location of regions aboiit which 
there is considerable interest. What 
does this suggest in regard to meth- 
ods in geography teaching ? 

(6) ENGLISH GRAMMAR. 

1. Take as a subject "oranges" for de- 

scription, and outline your method 
of procedure with a class in lower 
grammar grade. 

2. Give principal parts of went, lie (to re- 

cline), sit, send, bring. 



3. (Hve a sentence containing a verbal 

noun. 

4. When should the study of technical 

grammar be introduced? Justify 
your answer. 

5. Write the following four times, giving 

iDilu a different position each time, 
and state exactly what each sentence 
means: 

" Only he mourned for his brother."" 
(J. Give the word or phrase that fits the 
following description: 
(a) Personal pronoun, third, singu- 
lar, masculine, objective. 
(1)) Personal pronoun, first, plural, 
objective. 

(c) Verb go, subjunctive, present 
perfect, plural. 

(d) Verb itse, indicative, present 
perfect, progressive, singular, 

(e) Verb read, indicative, present 
perfect, passive, singular. 

7. Illusti'ate difference between attribute 

compliment, and objective compli- 
m&nt. 

8. Mention some of the things to be noted 

in the study of prepositions. 

(7) SCIENCE OF EDUCATION. 

f. Discuss the purpose and use of the art 
of questioning. 

2. What application will yon make of 

competition '? 

3. Discuss the relative value of gymnas- 

tics and sports in education. What 
can you do to promote the proper 
use of sports ? 

4. Discuss the treatment of children with 

defective hearing. 

5. How may spelling be taught in connec- 

tion with other subjects '? Should 
there be special spelling lessons ? 

6. What must be the character of school 

discipline to prepare pupils for 
American citizenship ? 

7. In what way can you make the work in 

nature study practical '? 

8. What kind of acquaintance with her 

pupils should a teacher cultivate to 
make it of service in school work ? 

SvsTEMATir Methodology. 

1. Which should be first cultivated, re- 

ceptive or creative imagination ? 
What reasons are given ? 

2. Define notion or concept. 

3. The author giveji what directions for 

the training of a self-willed child ? 
What do you think of his sugges- 
tions ? 



7— Education. 



98 



EDUCATION IN INDIANA. 



4. What four stages are considered neces- 

sary in all right method of ac(|nir- 
ing knowledge ? 

5. "A tinestion is the teacher's insirii- 

nient for making a cliild think." 'I'o 
what extent is the ab(i\'e (luotatioii 
true ; 
(i. In teaching primary reading, is tlie unit 
of thought the sonnd, the word or 
the sentence! Give reason fm- 
your answer. 

7. What is the distinction between the 

"objective" and the " sul)jective " 
process of training sense percep- 
tion. 

8. Wlicn may one safely venture upon 

literary criticism. 

iSi LITERATURE. 

1. Name live works that you think suita- 

ble for eighth year work in litera- 
ture. Give reasons for your selec- 
tion. 

2. What (diaracteristics make Robinson 

Crusoe the delightful book that it is' 
;i Why is a good knowledge of the myths 
of Greece and Rome a necessity to 
the reader of English literature '. 

4. What did Chaucer's writings do for the 

English language '. 

5. Name the leading characters in Shakes- 

peare's Julitis Caesar. W'liicli in 
your estiniatit)n is nol)lcst and wliy .' 
•;. " ( ), for suidi my friend. 

We JKild them slight: they mind ns of 

the time, 
Wlicii we made bi-i(d<s in i'",gypt." 

Ti) what does tlie autlior .•dlu<le in 
the last line ? 

7. What is an Epic '. Xaiiic tlie tliree 

great Epics of the w<nld. 

8. Name five Americans wlni ba\c distin- 

guished thcmsehes as writers of 
history and give tlie title of at least 
one work of cacli. 

DliKKNS. 

1. Why did ".loe" shi.w such astonish- 

ment when " ( iiistiT " p.-ittcd liini on 
the shoulder? 

2. ^VIlat was Dickens' representations as 

to the i-idative advantages of city 
and countr.v '. 
■i. Why not attemjit to make pupIN innral 
by " precept " '. 

4. Why does Dickens paint his best char- 

acters as lovers of nature ! 

5. What valuable hints as to teaching can 

we get from his " American Notes '. " 
« What does he teach as to tlie education 
<d' the p<i(ir and outcast ; 



7. Wliicli is the most suggestive of his 

bonks as to methods of education ? 

8. What was the purpose of his story of 

" Caleb Plummer and his blind 
child"; 



I!)) MUSIC. 

1. Draw a staff and place on it the ( i <def. 

The F clef. 

2. ( )f what use is the staff and clef '. 

3. Place on the staff in whole notes, key 

of A flat, one, three, five, sharp-four, 

five. 
I. "\Miat effect has a dot upon the value of 

the note which precedes it ? 
5. Name three points to he eniphasized in 

preparing pupils to sing a new song 

or exercise. 
(). Describe the position you would re- 
quire your pupils to assume in 

singing. 

7. Name a prominent ondiesti'al con- 

ductor. 

8. Name three opei-as and tlieii- compos- 

ers. 

(10) IMPORTANT-GENERAL 
QUESTIONS. 

Note— These questions n)ust be answered 
in full liy all applicants or the manuscript 
will receive no attention. 

1. ( iive your name or ntunber. (4ive post- 

office, (live age if under 21. 

2. \\'hat other than the common s(dio(ds 

has been your educational training '. 
■i. What professional training have you 
received ; Wlien did you last at- 
tend scdiodl. 

4. What woi-ks on Psyidiology or Peda- 

gogy- have you studied '. 
'i. Have you taught s(diool ! How long? 

What grades ? 
(!. In what county did you teach last year? 

What was your grade in success? 
7. ^Vllat grades of license have you held ? 

In what counties ! When ! 

5. Did you attend County Institute last 

year ? Where ? I low many days ? 
!t. Xame the educational papers or period- 
icals that you take. 

10. Do you read other ediii-at ioiial ))apers ? 

Name them. 

11. Xame the liooks of the 'I'eacber's K'ead 

ing Cinde that you have read. 

12. Have yon given or received aid in any 

way during this cNain illation. If so. 
explain full.v. 
\H. Mow many Township Institutes did 
you att<-iid last year' Did you take 
an act ive part in all '. 



EDUCATION IN INDIANA. 



99 



{!>) QUESTIONS FOR PRIMARY LICENSE. 



LITERATURE. 

{AiiSH'f'r si.r. hut till more.) 

How did the Noi-mau Conquest affet-t 
the langiiage and literature of Eng- 
land? 

(live a concise account of some char- 
acter in one of Shakespeare's trasr- 
edies. 

Name the greatest poet and the great- 
est prpse writer of the age of Queen 
Anne, and the best known work of 
each. 

Name three English and two American 
essayists of the nineteenth century 
with one important work of each. 

Mention five great English poets of 
the early part of the nineteenth 
century and an important work of 
each. 

Briefly characterize Longfellow as a 
man and a poet. Name three long 
and three short poems which in 
your opinion will he most enduring. 

Name the author of Silas Marner, The 
Princess, Biglow Papers, Little 
Women, The Newcomes, Rise of the 
Dutch Republic, Coj'iolanus, The 
Faerie Qvieene. 

Name a great epic and a great elegy 
written by the same poet. 

LANGUAGE. 

(A)iii .six. hut no hiori'.) 

What do you think is tlie comparative 
value of oral and written language 
work in primary scliools? Give 
reasons for your decision. 

Many children who hear correct Eng- 
lish at home and in school speak as 
incorrectly as children who have 
not bad these advantages. Account 
for this. 

Is it worth while for children to put a 
list of disconnected words into sen- 
tences? Why? 

Write ten rules for the use of capital 
letters. 

Write a brief plan showing how you 
would develop the idea of the com- 
mand (imperative sentence). 

What kinds of exercises do you And 
most interesting to primary chil- 
drenl Account for the greater in- 
terest shown in these. 

What should be the characteristics of 
the teacher's spoken language? 



8. Wliat are the sources of the vocabulary 
of the pupil? 

ARITHMETIC. 

{Any nijc, but no more.) 

1. Outline a course in number work, suit- 

able for the first four years. 

2. What is the object in having pupils 

picture problems'? In this work 
what principle should be rigidly en- 
forced? 

3. Illustrate your method of teaching a 

pupil to " carry the tens." 

4. What will be tjie lowest cost of carpet- 

ing a room 20 feet long and 19 feet 
wide, with carpet % of a yard wide, 
costing 65c per yard? 

5. A case of 200 oranges cost $4. If there 

was a 10^ loss in shipping, what 
would be the gain per cent, if sold at 
30c per dozen? 

6. How many six-inch glol)es can be 

packed in a l)o.\ that is 2 feet long, 
1% feet wide and 1 foot deep on the 
inside? 

7. 305.75x2.25. Explain fully each step in 

your solution. 

8. A teacher lives % mile north and 1 mile 

east of her schoolhouse. What is 
the nearest distance to her home? 

READING. 

{Any six, but no more.) 

1. Name a primer or first reader with 

which you are very familiar. What 
are its good points? What are its 
poor points? 

2. In teaching a literary selection such as 

The Village Blacksmith, would you 
put more time and effort on the 
study of the poeiu or on the study 
of the author? Why? 

3. Do you consider books of a literary 

character or books containing in- 
formation better for supplementary 
reading? Why? 

4. Many children in reading will accept a 

word given them by the teacher 
when they hesitate on a word, even 
if. to test them, she has offered a 
word that makes nonsense of the 
passage. Account for this in all 
ways that you can. 

5. Do you find your children more inter- 

ested in the prose or in the poetry 
in the Indiana Readers? Why is 
this so? 



100 



EDUCATION IN INDIANA. 



Name some authors who have written 
good stories for children. What 
points in their work do you like es- 
pecially ! Name some of their sto- 
ries. 

What means do ymi use to render the 
children iiulependent in making out 
words? Be explicit. 

It is a common custom to have the 
class follow the child who is read- 
ing and give criticisms. Do you 
approve of this? Why? 

HISTORY. 
(An.sicer sijr, but no more.) 

What use may the teacher of young 
children make of l)iograpliies of 
great men? 

How may the early history of Indiana 
be profitably taught in the reading 
period? 

What use should be made in elemen- 
tary schools of the history of other 
countries than our own? 

What were the two typical ICnglish 
settlements? Compare them as to 
(a) purpose, (b) character of colon- 
ists, (e) government. 

What was the great need for a consti- 
tution of the United States? Wliat 
statesman was largely instrumental 
in getting the states to ratify it? 

What circumstances led Jefferson to 
purchase Louisiana? What were its 
boundaries? Where and how is this 
event to be celebrated in 1904? 

Where is the National Road? What 
effect had the building of this road 
upon the country? 

Explain why the North opposed the 
extension of slavery and why the 
South dcniandfil it. 



PRIMARY I'HYSIOLOOY. 

(.-1 //// si.r. lull )i(i liiofc.) 

1. Give four reasons why pliysiology 

should be taught in ihv primary 
schools. 

2. How many teeth sliouUl u six-year-old 

pupil have? 

3. Name two diseases of the eye and give 

remedy for eacdi. 

4. ( iivc a siinplf an<l sutticient dietary for 

one day. Show why the foods 

chosen are wise. 
.5. (iive the composition of air. 
G. What is the effect of school surr-oiind- 

ings upon the taste and iiior,-iU ol 

the pupils? 



What are the readiest and surest tests 
for vitiated air in a room? How 
many cubic feet of space should be 
calciilated for each pupil? 

Name the organs of digestion in their 
physiological order. 

In what way would you teach the sub- 
ject of scientific temperance to pri- 
mary pupils? 

(iE()(4RAFHY. 

(Any .sir, hut ii<> iiioi-c.) 

Draw an outline map of your county, 
locating townships and towns. 

Compare and contrast temperate and 
torrid zones. Give width of each. 

Wliat is included in the term "cli- 
mate "' ? Upon what physical condi- 
tions does the climate of a place de- 
pend ? 

When would you begin to teach formal 
definitions of the physicjil forms of 
the earth? 

Describe Cuba, giving location, size, 
surface, climate, products, govern- 
ment and name its chief execntive. 

What geography would you teach to 
first year pupils? 

Name in order the natural divisions of 
land and water crossed by the 
equator. 

What is irrigation? A\'h;it poi'tions of 
the United States are liencfitcd by it ? 

SCIENCE OF EDUCATION. 
( A til) xi-i". hiif fill more.) 

What sort of myths and stories would 
you select for children for the first 
two or three grades and how can 
you make them of real educational 
value? 

How can you train children in nature 
work so that they will learn to exer- 
cise " dominion over nature '" ? 

How should you proceed in teaching 
reading to l)eginners? 

What else should a teacher, especially 
in the lower grades, do for her pu- 
pils l)esides " putting tbcni to their 
books" ? 

What is the legal limit of the control 
of the tcacdicr ovci' pupils in and 

out of SCIUM.I? 

To what extremes nuiy a teacher legally 
liroi'ccd to maintain order in school? 

What do you regard as tlu' best atti- 
tude (d' the leaciier toward the pu- 
pils' 

Wlnit can he done to ;irouse ;ind di- 
velop dull pui)ilsf 



EDUCATION IN INDIANA. 



101 



(r) QUESTIONS FOR HIGH SCHOOL LICENSE. 

Note.— The requirements for a sixty-months' license are as follows: The first divi- 
sion, an average of 95 per cent., not falling below 85 per cent, in the "f'ommon 
Branches; " the second division, an average of 75 per cent., not falling below GO per 
cent, in any of the five branches, as follows: 

Group 1. Literature and Composition (required of all applicants i. 

(iroup 2. Algebra or Geometry I one requii'ed i. 

(iroup 3. Botany, Zoology, Gliemistry, Physics, ov Physical Geography (one reciuired). 

Group 4. History and Civics, Latin or German (one required). 

Group 5. One subject from " 2," "3" or "4 "' not already taken. Five subjects are re- 
quired in this division. 



LATIN. 



(Anawer fiinj 



■Indinu one find tiro.) 



1. Translate into idiomatic English: 

Mittit primo Brutum adules- 
centem cum cohortibus Ga'sar, 
post cum aliis C". Fabium legatum: 
postremo ipse, cum vehementius 
pugnaretur, integros subsidio ad- 
ducit. Restituto proelio ac repul- 
sis hostibus, eo quo Labienum mis- 
erat contendit; cohortes quattuor 
ex proximo castello dediicit, equi- 
tum partem sequi, partem circu- 
mire exteriores munitiones et ab 
tergo hostes adoriri jubet. Labi- 
enus, postquam neque aggeres 
neque fossae vim hostium sustinere 
poterant, coactis una qviadraginta 
cohortibus, ciuas ex proximis prae- 
sidiis deductas, fors obtulit, Cse- 
sarem per nuntios facit certiorem 
quid faciendum existimet. Ac- 
celerat Csesar, ut proelio intersit. 

2. Write in Latin, marking long vowels: 

(a) Cicero begged Catiline to go 
forth from the city, saying that he 
would be freed from fear provided 
only a wall should be between 
them. 

ib) I do not (loul)t that Catiline 
departed gladly. 

3. What justification had Cicero for or- 

dering the death of Roman citizens 
without a formal trial? 

4. What nouns and adjectives of 3d de- 

clension are i—stem/ Which of the 
above have ;' as ending of ablative 
singular? Which / and el Which e? 

5. Translate into idiomatic English: 

Hoc autem uno interfecto intel- 
lego hanc rei publicfe pestem pau- 
lisper reprimi. non in perpetuum 
comprimi posse. Quodsi se eiecerit 
secumque suos eduxerit et eodem 
ceteros undique collectos nauf ragos 
adgregarit, extinguetur atque dele- 



bitur non modo haec tam adulta rei 
publicie pestis, verum etiam stirps 
ac semen malorum omnium. 
Explain mode of eiecerit. What is the 
difference in meaning between 
reprimi and vompritni? What is 
the deriviation of naufrngos/ 
Translate and scan: 

-Eece autem complexa pedes in 

limine coniunx 
Hferebat, parvum que patri ten- 

debat lulum: 
8i periturus abis, et nos rape in 

omnia tecum: 
Sin aliquam expertus sumptis spem 

ponis in armis, 
Hane primum tutare donum. Cui 

parvus lulus, 
Cui pater et coniunx quondam tua 

dicta relinquor? 
What would you hold forth to your 
puplis as the practical benefits to be 
derived from Latin study? 



GERMAN. 

(^1 nswer ii nil eia/it. ) 

Translate: Doch ist's so sclifin, an den 
Fruhling des Lebens zuriickzuden- 
ken, in sein Inneres zuriickzus- 
chauen— sich zu erinnern. Ja, audi 
im schwiilen Sommer, im triiben 
Herbst und im kalten Winter des 
Lebens gibt's bier und da einen 
Friihlingstag, und das Herz sagt: 
"Mir ist's wie Frlihling zu Muthe." 
Ein solcher Tag ist's heute. 

Detitsche Liebe.— Max Miiller. 

Compare the four attributive adjec- 
tives in the above selection. 

(^ive the three principal parts of each 
verb in the quotation above. 

Write a sentence containing prepo- 
sitional phrase "um— willen; " one 
containing preposition " oberhalb." 



102 



EDUCATION IN INDIANA. 



5. Write a sciitfucc coiitaiiiiug some form 
of the verb '"helfen" with an ob- 
ject; one containing some form of 
the verl) " ranben " witli two oli- 
jects, one of the persdii. tlic other 
of the thing. 

(i. Transhite: Ich mag das niclit thini. 
leh mochte es gern sehen. M(i<-h- 
ten Sie liel>er das Andere haljen? 

7. Translate: He «aid he liad d(me it. 

Why cannot " liiitte " lie nsed as an 
auxiliary! 

8. Translate: 

Aber es sassen <lie drei nodi imnier 

sprechend zusammen, 
Mit dem geistlichen Herrn der Apotlie- 

ker beim Wirte: 
I'nd es war das Gespriicli iiocli inimer 

ebendasselbe. 
Das viel hin und her nacli alien Seiten 

gef iihrt ward, 
Aber der treffiiche Pfarrer sagte, wiir- 

dig gessinnt, dranf : 
'Widersprechen will ich ench niclit. Icli 

weiss es, der Mensch soil 
Immer streben zum Besseni: inid, wie 

wir sehen, er strebt audi 
Immer dem Hoheren nach. zum wenig- 

sten sueht er das Neue. 

9. Translate into German: Bait van Tas- 

sel was an easy soul; he loved his 
daughter better even than his pipe, 
and like a reasonable man and an 
excellent father, let her have her 
way in everything. His notal)lc 
little wife, too, had enough to do to 
attend to her housekeeping.— [The 
Legend of Sleepy Hollow.— Irving. 
10. Name two histories by Schiller, and 
two histoi'ical noscls by the same 
authoi-. 

CHEMISTRY. 

1. Define oxidation, reduction. oxi<lc 

atom, molecule. 

2. State the law of definite prdpurtioiis 

and illusti'ate by an example the 
meaning of the law. 

3. Mention some in'iportant work ol' two 

of the following men: I'riestly. 
Scliede. Lavoisier, .Meinlde.jetf. 

4. Is pure water a ini\tiire n\- a dieniical 

(■i)nipi)nndf (ii\c reasuns f<iry(iiii- 
answei'. 

5. How would you detei'mine the prupor 

tions liy weight of o.xygen an<l iron 

in iron oxide! (iive details. 
(). State the properties, physical .tiid 

chemical, of dilorine .•nid of liy<lro- 

gen chloride. 
7. Describe all experinienl to ^ho\\ tlial 

ammonia gas coiitaius li.\ drogeii. 



8. Give a clear statement of the method 
used and the chemistry involved in 
making sulphuric acid. 

!t. How is artificial illuminating gas made! 
What is the chief by-product pro- 
duced in making it! What proper- 
ties has the gas! 
10. What weight of oxygen can be pro- 
duced by heating 245 grams of 
potassium chlorate iKClOa! 

Z()<')L()(iy. 

1. Define morphology, physiology, ecol- 

ogy. 

2. State the general rule governin,g the 

number of young. 
ii. Give the life history of the honey bee. 

4. Name three forms of adaptation. 

5. What is the liasis of colonial or com- 

munal life! 
(i. What is the purpose of warning colors 
and terrifying appearances of some 
animals! 

7. Define mind in the biological sense. 

8. Account for the large number of spe- 

cies. 

9. What is the purpose of sex! 

10. Explain the reproduction of the cray- 
fish. 

BOTANY. 

1. What is the effect of strong, dry winds 

upon vegetation ! 

2. What is a fungus! To what plant king- 

dom does it l>elong! Example. 
;i Why are animal plants destitute of 
scale leaves! 

4. Define cell; tissue. Name the princi- 

pal plant tissues. 

5. In what ways are leguminous plants 

helped by bacteria on their nxits! 

(i. IMention the common characters of 
foliage leaves. 

7. What is the primary meristem! ^^'he|■e 
found! 

S. Characterize gymiiospei-nis. (ii\e an 
example. 

'■K What is meant liy pliotosyntax or car- 
bon lixution! In what part of tlie 
plant does it take place! I'lider 
w hat c(mditions! 

III. What is the botanical meaning of the 
term fruit ; What lloral parts enter 
into the format ion of an a|iph'! 

LrrKKATIKI': and CO.MI'OSITKIX. 

■• Uoll on. thoii (le,-pniMl (lark Idne ocean, 

rolll 
Ten tlioll>aiiil Meets -weep o\ er thee ill 

\ ain : 



EDUCATION IN INDIANA. 



103 



Man marks the oiirtli witli I'liiii-his con- 
trol 

Stops with the shore :-np(>n the watery 
plain 

The wrecks are all thy deed, nor doth re- 
main 

A shadow of man's ravage, save his own. 

When for a moment, like a drop of rain. 

He sinks into the depths with bubldintr 
groan. 

Without a grave, unknelled. nncoflined, 
and unknown." —Byron. 

1. Sketch the life of the author of the 

above. 

2. Name the literary composition that 

first brought him into prominence. 

3. Discuss the influence of his writings. 

4. Quote him. 

5. Explain the illusions in the stanza 

given above. 

6. State some of the weaknesses of tlie 

modern novel. 

7. Outline a lesson in composition in 

which you wish to teach 
(n) paraphi-asing. 

(b) vivid description. 

(c) style. 

8. State a plan for correcting the written 

work of a class of thirty or more 
students. 
9 and 10. State some of the ordinary oli- 
stacles encountered in the teaching 
of this subject, and stiggest reme- 
dies for the same. 

PHYSICS. 

(Aiisn-cr 11111/ cii.lJif. hilt lilt more.) 

1. A liter of air at 0°0 and 76 cm. pres- 

sure weighs 1.296 gm. What is the 
weight of 100 cu. cm. of air at 0°C 
and at a pressure of 740 mm.? 

2. Define dyne, erg. 

3. ('alcnlate the temperature of aljsolute 

zero expressed on the Fahrenheit 
and Centigrade scales. 

4. What are beats and how are they pro- 

duced? 

5. Give Huyglien's construction to show- 

that the angle of incidence is equal 
to the angle of refiection. 

6. Two equal magnetic poles placed 10 

cm. apart are found to repel each 
other with a force of 3,600 dynes. 
What is the strength of each pole? 

7. Give two reasons why copper wire is 

not used in resistance boxes. 

8. What is the difference between static 

electricity and current electricity? 

9. What causes a battery to polarize? 

10. Give a diagram of and explain fully 
tlie modern telephone transmitter. 



PHYSICAL ({EO(iRAPHY. 

(An.sirer anu cii/lif. not mii i/tiiKj ninth miil 

tell til..) 

1. l!y what processes is the surface of 

the earth Tjroken up and smoothed 
down? 

2. Explain why so many rivers of the 

Appalachian region have their 
courses across the mountain ridges. 
What is a superimposed river? 

3. What land forms in Northern Indiana 

are due to glaciation? 

4. Explain the formation of the Great 

Lakes of North America. 

5. To what causes are plains due? Give 

examples of plains due to the dif- 
ferent causes mentioned. 

6. Why have Europe and North America 

so many gulfs, bays and islands on 
their coasts and South America and 
Africa so few? 

7. What effect does the (4ulf of INIexico 

have on the rainfall of the United 
States'? 

8. Why do isotherms not correspond 

« with parallels of latitude? 

9. (4ive outline for lessons in field and 

laboratory work in physical ge- 
ography. 
10. What is the relation of physical ge- 
ography to political or commercial 
geography? 

GENERAL HISTORY AND CIVICS. 

(A)isirer (tinj ciglit.) 

1. Describe concisely the ('((.s^' system of 

Ancient Egypt. 

2. Marathon— What? When? Why? 

3. When and by what battle did Philip 

of Macedon become master of 
Greece? 

4. What were the reforms favored by the 

Gracchi? 

5. Give a brief account of the Feudal 

System. 

6. \\\\»,twAi^t\\v Miiijiiii (-'hiirtiif Wlien, 

from whom, and how was it ob- 
tained? 

7. Who was Richelieu? Walpole? Wil- 

liam Piatt? Mazarine? 

8. What were the three great compro- 

mises of the constitutional conven- 
tion of 1787? 

9. Of what is the congress of the United 

States composed? State qualifica- 
tions of membership, length of 
terms, privileges of members. 

10. Of what is the general assembly of 

Indiana composed? State qualifica- 
tions of membership, terms, privi- 
leges of members. 



104 



BDUCATIOX IN INDIANA. 



ALGEBRA. 

Multiplya^+3aM) + 6 -by a --2a M)+h=. 

Kxplaiii fully the iiieaniiig' i>f m-sativc 
integral exponents. 

( )f what numbers are hish powers 
larger than the low powers? 
Smaller! The same? 

Faotor— (2x+3)=— (x-3)^ 

Give true axioms used in solving: equa- 
tions. 

If 3 pows and 8 horses eost £245. and 5 
cows and 7 horse* cost £250, how 
much do 2 cows and 3 horses cost J 

Solve the equation 



2[x-^x— j(x- 



If the numerator of a certain fraction 
be doubled and its denominator in- 
creased by 7. it becomes %; if the 
denominator be doubled and its 
numerator increased by 7, it be- 
comes unity. Find the fraction. 

Express as a single fraction in its 
lowest terms: 

-x-6 .. x=+x-6.. x=-l 



x + 3 



x=-3x-|-2 xM x-2 ^ x=-f-6x--g 
-f^-l-i = 0. Find both value 



if x. 



(GEOMETRY. 

1 ,1 iixirrr II in/ liijlif . but no timri-. ) 

What is meant by <li\i(lintr a line in ex- 
treme and mean ratio? 

Define iV/ ) segment of a circle, i 6) chord. 
(c) secant, ((J) tangent. 

Any two altitiules of a triangle are in- 
versely proportional to the corre- 
sponding bases. Prove. 

If two chords of a circle are equal they 
are equally distant from the center. 
Prove. 

Find a mean proporticnuil lictwcen two 
given straight lini's, proving the 
method. 

Prove that the area of a regular poly- 
gon equals half the product of the 
apothem and the perimetei-. 

Show how the circumference of a circle 
may be divided into six equal arcs. 

Prove that one of the angles fornoed by 
the l)isectors of the base angles of 
an isoceles triangle is equal to one 
of the exterior ))ase angles. 

What is a plane? What determines 
the position of a plane? 

The sum of any two face angles of a 
trihedral angle is greater than the 
third face angle. Prove. 



d. QUESTIONS FOR PROFESSIONAL LICENSE. 



Note.— The following resolution was adopted l)y the state board of education. Octo- 
ber 31, 1887: 

Resolved, That the examination for professional license include the following 
branches: Algebra, Civil Government, American Literature, Science of Education, and 
two of the following three subjects— Elements of Physics, Elements of Botany or Latin 
(Latin grammar, two books of Caesar, and two of Virgil) ; and 

Further resolved. That the examination for state license shall im-lude, in addition 
to thos(! of professional license, (iconieti-y, Rhetoi-ic. (Jeneral History, English Litera- 
ture, Physical Geography, and two of the following three subjects— Chemistry, Geology, 
Zoology. 

■ SPECIAL XOTICIO TO AI'l'LlCANTS. 

In view of the fact that the manuscripts of applicants for liotli life state and profes- 
sional licenses are sent to the several members of the state board id' education for grada- 
tion, it is essential that applicants for such licenses observe the following rules: 

1. W^rite on one side of the paper onlfi, using legal cap. 

2. See that the answers to the questions in each branch are entirely separate fi-om 
those of any other branch, and securely fastened together. 

3. Write full name and postodice address upon each set of answers. 

4. I''urnish your county superintendent cojjj'c.s of reeomwe)id(itio)is,ns \\\vy xn-r Uihi- 
filed for future reference, and can not be returned. 

5. The expense of sendim; manuscripts siiould be funiislied the i-ounty superintend- 
ent by the applicant. 



EDVCA TIOX IN IX J) I A X. 1 . 



105 



RULES. 

1. Each applicant for a state certitieate 
shall, at the opening of the examination, 
pay to the county superintendent the sum 
of five dollars, the fee prescribed by law. 
which can in no case be refunded. Appli- 
cants for a "professional" license are not 
retiuired to pay a fee. 

2. Applicants shall provide themselves 
with legal cap paper and pens and ink, and 
shall write all their work in ink. 

3. Each applicant will be furnished with 
a printed list of questions in each sul)ject 
at the hour designated. He shall number 
his answers to correspond with the ques- 
tions, l)ut need not copy the latter. The 
pages upon each subject should be fastened 
togetherfand across the top of the first page 
should be written at the left the subject, in 
the middle the appJicanfs tiame, at the 
right the county. Manuscripts must not be 
fohled or rolled. 

4. No books shall be consulted nor com- 
munication permitted during the examina- 
tion. No one shall be permitted to make 
inquiries respecting the import of any 
question. If any one shall be in doubt as 
to the meaning of a question he shall ex- 
press his doubt in writing, and this state- 
ment shall be submitted to the board with 
his examination papers. 

5. If corrections are necessary they shall 
l)e made by drawing a single line over the 
amended error, that the error as well as the 
correction may be seen. No slate or trial 
papers shall be used, but all the writing 
shall be upon the sheets of the examination 
papers. 

6. Any violation of these i-ules shall be 
reported by the superintendent to the state 
lioard. 

7. The county superintendent will col- 
lect and carefully count the manuscripts to 
see that none are missing, and will send 
them immediately to the state superin- 
tendent, by mail or express, at the expense 
of the applicants. 

GENERAL STATEMENT. 

(On separate sheet.) 

1. For what grade of license do you apply? 

2. If applying for a professional or life 
state license, state the dates and general 
averages of your two 36-months' licenses. 

3. How many months have you taught, 
and how many of these have been in In- 
diana ? 

4. Make this or an equivalent declara- 
tion: I solemnly declare that in the March 
division of the examination 1 have not 



given or received aid in any manner what- 
ever, and will neither give nor receive aid 
in the remaining division thereof. 

[Sign with full name (not initials), and 
ad(4 postottice address and date.] 

ALCiEBRA. 

1. Would you intnxluce the sul)iect of 

algelira before entering the high 
school? (iive reasons for your an- 
swer. 

2. If the product of three consecutive 

numbers be divided by each of them 
in turn, the sum of the three quo- 
tients is 74, What are the numbers? 
1 

3. Demonstrate that a" = 1.. — = oe., — is 



- n 1 
indeterminate, that a = — 

a" . 

4. Find the nearest approximate fourth 

root of 17, to five decimal places. 

5. If the product of two numbers be added 

to their difference the result is 26, 
and the sum of thfeir squares ex- 
ceeds their difference by 50. Find 
the numbers. 

6. At what time between 10 and 11 o'clock 

is the minute-hand of a watch 25 
minutes in adrance of the hour- 
liandf 

7. Solve the following: 

1 1 1 



1 



1 



1 



= b. 



8. By using the following, develop the 

law of signs, exponents, and coeffi- 
cients, of the binomial theorem 
(2a-' - 3b^)^ 

9. Factor 

(a) a= -I- 8b-'. 

(b) Gx- + 5x - 1. 

(c) X* +x-y- + 9*. 

(d) x' - 5x= - 2x -H 10. 

le) a" — h- — c- + 2bc -h a -1- b -t- c. 
10. Solve the equation given below and 
thus determine a formula for the 
solution of all quadi'atics: 
ax" -f bx -t- c = o. 

CIVIL (iOVERNMENT. 

{A nil e'mht. hilt 110 more.) 

1. Give in detail the processes involved 
in making a treaty with a foreign 
country. 



106 



EDUCATION IN INDIANA. 



2. Wliat important advantage was gained 

for tlie United States in tiie late 
Hay-Pauncefote treaty i 

3. What is the title of our highest diplo- 

matic representatives in foreign 
fonntries! Name the foreign na- 
tions to whieh we aecredit such 
representatives. Name two or more 
of tliese representatives now in the 
service. 

4. I)*scri))e tu^Fy how a liiil l)cconies a 

law, giving all the pr-occsscs <if its 
enactment. 

5. When does a man elected to congress 

in Novemher. 1902, become a mem- 
ber? Unless extra sessions are 
held, when will the member first 
meet with congress? 

6. Enumerate six sole powers of the 

president. 

7. Write one page on the subject: Tlie 

Powers and Duties of the Governor 
of Indiana. 

8. Write fully on the jurisdiction of the 

United States supreme court. 

9. Enumerate some acts of congress 

which were made possible only upon 
the basis of "implied powers." 
10. How are congressional vacancies filled 
— in lower house? In senate? 

AMEKICAX LITKHATURE. 

(A till I'll/Ill. hilt IK) iiKirr. ) 

1. (iive a sketch of the life and work of 

the leading literary charactci- of 
the revolutionary period. 

2. Discuss Washington Irving as to 

(a) Rank as an authoi'. 

(b) His important writings. 

( c ) The merits of one of liis works. 
;i Ci'iticise one of Emerson's essays. 

4. Quote from the Vision of Sir Launfal. 

and indicate the auth(u*'s I'aiik com- 
pared with contenipoi-ai\v writers. 

5. Compare Holmes with Whittirras to 

(a) Literary styli-. 

(b) Influence. 

"The groves were (lod's first temples. 

Ere man learned 
To hew the shaft and lay the .■ncliitrave. 
And spread the roof uboxe tliem — ere 

he framed 
The lofty vault, to gather and roll back 



The sound of anthems; in the i 


iMI-klillg 


w 1. 




Amid the (-(jol and silence. Ii 


le knelt 


(low II 




.\nd offered to the .Mightiest 


solemn 


thaid\s 




And supplication." 




(a) Name the author and givi 


■ nanu's 


of contemporary writers. 





(b) For what was the author of these 
lines particularly noted? 

Who is your favorite American poet? 
Quote him. 

Who is your favorite Amerii-an novel- 
ist? Name his important works, 
and give a brief sketch of one. 

Discuss the historical novel as to (a) 
iMirpose, (b) influence, (c) literary 
merit. 

BOTANY. 

What are the physical factors chiefly 
determining plant distribution ? 
Which of these is the most import- 
ant ? Give I'easons. 

Name the great groups into wlii(di the 
pflaut kingdom is divided, (iive an 
example of a plant i form belonging 
to each of these groups. 

What charactei'istics (anatomical) do 
plants growing in water or in soils 
rich in water show? Give reasons 
for these structural features. 

Explain in detail the various protective 
devices of plants growing in desert 
regions. What would be the i)roba- 
lile effect of irrigation upon the 
plant life of a desert region. 

Define plant transpiration and explain 
its necessity. Through what parts 
of a plant does transpiration take 
place? 

How do plants breathe ? Show that 
plant i)reathing is strictly i-om- 
I)arable to the breathing of animals. 
What is carbon fixation or piioto- 
syntax ? 

Defiiu' the term roo^as applied to higlier 
plants, (xive the functions of roots. 

In wh.-it ways may plants re])roduct' 
llieii- kind? (iive an example of 
ea<di method. 

Explain pl.-int migrations. I'",x))lain 
occuri'enct' of arctic plants on moun- 
tain tops in temperate regions. 

(4ive the life history of any i)lant yon 
may select. 



i.ATIX. 

(Ansicer (iiitl I'iijlil. i 

Translate: Uff-sar paucos i/Zr in t'orum 
linilius (y('<r'?//(.v.omnil)Us vicis aedi- 
li<-isi|U<' incenses I'li/isr/ui'. succisis 
se in fines Uniorum recepit, atfjue 
his auxilium suum poUicitus, si ab 
Suebis premerentur, per explora- 
tori's ponten'i tiei'i i-oni iiirisscii! 
mori' suo concilio haliito inmtios in 
onines partes dimisisse, ill lie opjii- 
tlis (lemidrarenf, liberos, nxores 



EDUCATION IN INDIANA. 



10^ 



suaque omnia in silvis depoiierent, 
atqiie onines ((ui armaferre posseiit 
nmuii in locinn (•(invcnirciit. Hnnc 
esse (It'Iuctum niedinni t'ere rc- 
i/i(i)iiim earnni (inas Snchi ol)tiner- 
ent; hie Romanornm adrciitttin ex- 
pectare at(inf ilii deccrtare con- 
stituisse. 

(live tlic synta<'tical use (if tlif words 
in itali<*. 

Translate into Latin: ((/) Many have 
been found who have declared pain 
the greatest ill. ih) Before I come 
back to the case I will say a few 
things concerning myself, (c) He 
answered Cfpsar that he had come 
into (iaul before the Roman people. 
What did he want '. Why did he 
come into his domain ? (<?) Change 
(c) into oratio recta. 

Give the forms and uses of the peri- 
phrastic conjugation, active and 
passive. 

Translate : At vero V. C^iPsar intellegit, 
legem Semproniam esse de civibus 
Romanis constitutam; qui autem 
rei publicse .s(7 hostis, eum civem 
esse intUd iikhIo posse; deniciue 
ipsum latorem Semproniie legis 
iiiiii.ssH populi poenas rei publicip 
(h'lH'H (lis fie Tdcm ipsum Lentulum, 
liinjitorcm et prodigum, non putat 
cum de pernicie populi Romani, 
exitic huius urbis tarn seerhe, tarn 
crudeliter cogitarit, etiam appellari 
posse popularem. 

(-live the special use of the words in 
italic in the above. 

Give the general rules of participles— 
as to form— as to use. 

Xaine the prominent poets and prose 
writers of the " Silver Age." 

Translate: 

En Priamns! Sunt hie etiam sua 

praem ia laudi: 
Sunt lacrimae rerum et mentem 

moi'talia tangunt. 
Solve metus; feret haec aliquam 

tibi fama salutem. 
Sic ait, atciue animum pictura pascit 

inani. 
Multa gemens, largoque umectat 

flumine vultum. 
Namque videbat, uti bellantes 

Pergama circum 
Hac fugerent (4raii, premeret Troi- 

ana iuventus. 
Hac Phryges, instaret curru crista- 
tns Achilles. 

Scan the above, and give rules of 
quantity and accent. 



PHYSICS. 

1. Show how it is possible I'oi' an ice-lmat 

to sail faster than the wind. 

2. What sort of a force is acting in the 

case of a body moving id) with uni- 
form velocity: III} with uniform 
speed in a straight line: ici with 
uniform acceleration in a straight 
line; idi with simrtl*' harmonic 
motion? 

3. Without the use of a formula, either 

expressed or implied, describe what 
is meant by Moment of Inertia. 

4. Define weight, stress, strain, elasticity, 

density, specific gravity, work, spe- 
cific heat, water equivalent of a 
calorimeter, electrical difference of 
potential. 

5. Deduce an expression for the value of 

"g" in terms of the length and 
period of a simple pendulum. 

6. Describe any method of determining 

the temperature of a furnace when 
you have no thermometer that will 
indicate more than 100-C. 

7. With an external resistance of 9 ohms, 

a certain l)attery gives a current of 
0.43 amperes, while with an external 
resistance of 32 ohms, the current 
falls to 0.2 amperes. Find the re- 
sistance of the battery. 

8. When large amounts of electrical power 

are to tee transmitted long distances 
alternating currents are employed 
instead of continuous currents. 
Why? 

9. Explain why a piece of iron is attracted 

l)y a magnet. 
10. Give the cause of the color of l>oilies. 

SCIENCE OF EDUCATION. 

(Answer eight, hut >w more.) 

1. To what extent, in your judgment, is 

there a science in education? Give 
reasons for the opinion you express. 

2. In instruction we go from the known 

to the related unknown, it is said. 
On what principle of mind is this 
founded? 

3. What do you consider the most im- 

portant laws of memory? 

4. If you are teaching a child the idea of 

a square corner, of what value 
would it be to have him construct a 
square corner? 

5. What are the arguments for and 

against out-door recesses? 
Ij. What, in your opinion, should be the 
outcome of all government of chil- 
<lren in the school? 



108 



EDUCATION IN INDIANA. 



"Actiou is the principle of character." 
What does this mean, and is tliis 
correct; 

"Keep tliy heart with all dilig'encc: 
for out of it are the issues of life." 
Explain the ethical and pedasrogical 
princii)l<' cniliodicd in this r|iiota- 



To what extent, in your opinion, is it 
the duty of the school to train the 
child in social usages and customs? 

Of what value would it be to a teacher 
to study thorougrhly the Greek and 
Roman ideals and systems of edu- 
cation. 



e. FOR SECOND DIVISION LIFE STATE LICENSE. 



Quoifiinia to III' Used on tin' Laxt Saturday in Ajird. 

Note.— The following; resolution was adopted by the state board of education. Octo- 
ber 31, 1887: 

Sesotrcfl. That the examination for professional license include the fcdlowing 
branches: Algebra, Civil Government, American Literature, Science of Education, and 
two of the following three subjects: Elements of Physics, Elements of Botany or Latin 
(Latin grammar, two books of Caesar, and two of Virgil) : and 

Further resolved. That the examination for state license shall include, in adilition to 
those of professional license, Geometry, Rhetoric, General History, English Literature, 
Physical Geography, and two of the following three subjects: Chemistry, Geology, 
Zoology. 

SPECIAL NOTICE TO APPLICANTS. 

In view of the fact that the manuscripts of applicants for both life st 
sional licenses are sent to the several memliers of the state boai-d <if (-(luc; 
tioii. it is e.ssential that applicants for such licenses observe the followintr 

1. Write on one side of the paper only, using legal cap. 

2. See that the answers to the questions in each In-anch are entirely 
those of any other branch, and securely fastened together. 

3. Write futi name and postoffice address upon each set of answers. 

4. Furnish your county superintendent eopiea of rerowwevflatiaiis. a 
filed for future reference and can not be returned. 

5. Necessary postage for sending manuscripts shcmld be furnislicd tli 
intendent by the applicant. 

(;. .\ fee (if five dollars should be ccdlected from ;ill applicants for this 



ate am 


1 profes- 


iition t( 


>r grada- 


' miles: 




separate from 


s they 


are to l)e 


(• coinii 


ly super 



license. 



PHYSICAL (iEOCJRAPHY. 

(.1 */// I ii/lif. lull III) iiiiin .) 

Describe and account for the annual 

changes in the climatic conditions 

of southern California. 
(a) Describe the distribution of I'ain- 

fall in the United States. 
(1)1 Annual rainfall in Indiana. 
(ci Account for our summer raiTis. 

Our winter rains. 

(a) What importance do you uttadi to 
the li(d(l woi-k in iiliysical geogra 
phy? Wliy? 

(b) Outline some field work for sccoikI 
year high school students. 

JJescribe some of the important geo- 
graphical features that have favorcil 
the development of tlic Cnitcd 
States. 



5. Show that the character of soldiers ati<l 
their success in warfare are de- 
pendent largely on geographical 
conditions. 

(). Discuss northern and southern Indiana 
as to (a) topography: lb) soils; (c) 
drainage. 

7. la I What is a contoui' mapf 

111) Draw a contour map of Indiana, 
with a contour interval of 100 feet. 

S. Account for our daily weather changes, 
and the intensity of these changes 
during our winters. 

!i. Discuss the (ireat Salt Lake basin as 
to la) origin; lb) former cimditions; 
I c I former and present draimige. 
10. The Piedmont Belt: (a) liocation; (b) 
pi-esent topograpliy: ici forin<'rcon- 
ilitions; (d) distriliution ami occu- 
pations of the l)eol)le. 



KDlUWnoN IN INDIANA. 



109 



ZOOLOGY. 

(Any eight, but no inorc) 

Give chief characteristics separating 
animals from plants. Distiiigfuisli 
between development and differ- 
entiation. 
What is meant by physiological divi- 
sion of labor? Give an example 
showing how division of labor gives 
an advantage in the struggle for 
existence. 
Pi-ove that the color of wild forms is 
of great value. How may the equal 
color brilliance of the male and fe- 
male bird of certain species be ex- 
plained? 
What changes are brought about in 
animal forms as the result of do- 
mestication? How may these 
changes be explained? 
Name the animal sul>-kingdoms. As- 
sign to proper sub-kingdom the 
following forms: Lobster, oyster, 
shark, house fly, coral, turtle, spider, 
jelly fish, Paramecium, whale. 
Explain respiratory mechanism in in- 
sects, fish and air-breathing mam- 
mals. How may these differences 
be explained? 
What factors determine character and 
number of faunal forms of a given 
region? Why are not all species 
cosmopolitan? 
Illustrate (by at least two examples) 
the economic relations existing be- 
tween lower life forms and man. 
Show the effect of disturbing the 
"balance of life." 
Give characters of any two of the ani- 
mal sub-kingdoms. Name the more 
important tissues of the animal 
body, giving their principal func- 
tion. 
Give the life history of any animal you 
may select. 



CHEMISTRY. 

(Any ei(jht. hut vo wnrr.) 

Show how the atomic theory ex- 
plains the laws of coml)ining pro- 
portions. 

How is the qualitative and how the 
quantitative composition of water 
determined? 

Name four substances found in the at- 
mosphere, and give a way of deter- 
mining the presence of each. 



Give a metliod of determining the oxy- 
gen from the air free from the other 
gases in it. 

Characterize nitric acid and give an 
explanation of its action on metals. 

What results are obtained by heating 
the following nitrates: (1) Potas- 
sium nitrate, (2) silver nitrate, 
(3) ammonium nitrate? 

The weight of a litre of oxygen is L429 
grams and its molecular weight is 
32. The weight of a litre of a second 
gas is .089 grams. What is its mo- 
lecular weight? 

When chlorine acts as a bleaching 
agent or as a disinfectant, what 
principle is involved? 

Give the different steps involved and 
the different substances produced 
in the Le Blanc method of making 
sodium carbonate. 
. What weight of oxygen will it take to 
burn completely 50 grams of pure 
alcohol (Co Hs OH ) ? What volume 
of carbon dioxide will be produced? 
(44 grams carbon oxide =22.39 litres.) 

GEOMETRY. 
(Any eight, but no more.) 

The areas of two similar triangles are 
to each other as the squai-es of any 
two homologous sides. Demon- 
strate. 

Prove that the perpendiculars from 
the vertices of a triangle pass 
through the same point. 

Give what you consider to be three 
fundamental theoi-ems of plane 
geometry. 

Demonstrate the Pythagorian theorem. 

What is the value of the square upon 
the side opposite the obtuse angle 
of a triangle? Demonstrate. 

Two chords that intersect in a circle 
are mutually proportional. Demon- 
strate. 

7. The areas of two circles are to each 

other as — . Complete and demon- 
strate. 

8. A house and barn are upon the same 

side of the road, but at unequal dis- 
tances from it. I wish to so locate 
a well upon the road that I can build 
the shortest possible walk from the 
house to the barn, touching the 
road at the well. Show how you 
would locate the well. 
9 and 10. Find the volume of the frustum 
of a pyramid. 



3. 



6. 



110 



El) U(\ I TION IN IN 1)1 . 1 NA . 



RHETORIC. 

(A)ii/ clulit, lint no more.) 

1. Wliat is the difference between cor- 

rectness and effectiveness in rhet- 
oric? 

2. What is meant liy " tine writinar?" 

;{. Wliat is the relation of the paragraph 
to the whole discussion? 

4. What is meant in rhetoric by "colic- 

rence '" ? 

5. What are the essential rhetorical ele- 

ments in argumentation? 

6. Explain somewhat the difference be- 

tween rhetoric as a science and as 
an art. 

7. What are the characteristics and what 

the uses of the climax? 
What are rhetorical figures and what 

their value? How many principal 

figures? Name them. 
!). Wliat is meant by grace in rhetoric? 
10. With what justice can it be said that 

lil)eral culture assures a good rlic- 

torical style? 

ENGLISH LITERATURE. 

{A>ui i'iiiht, hut 11(1 more.) 

1. Give an example of the influence of 

literature (poetry, fiction or the ora- 
tion) upon the development of the 
American people. 

2. Write a sketch of a leading (diaracter 

in one of the following works: 
(a) Vicar of Wakefield, (!>) Ivan- 
hoe, (c) Dombey & Son. 

3. Connect one of the following charac- 

ters with one of Shakespeare's 
plays, and explain its influence 
upon the development of the play: 
Portia, Ophelia, Miranda, Macbeth, 
Cassius, lago. 

4. "As You Like It is a romantic cdinc- 

dy." P^xplain in detail what this 
sentence means. 

5. Contrast the prose of Macaulay with 

that of Carlyle, in regard to vocabu- 
lary, paragraphs and the qualities 
of style. 

(>. Describe briefly tlie (diaracteristics of 
two periods of English literature 
naming in each period four of tin- 
more important authors ;iiid their 
chief works. 

7. I'sing an illusti-ation one novel of each 
of the following writers, tell sonie 
thing about its author's abilit.v to 
handle plot and to portray char- 
acter: Scott. Dickeii-, Thackeray, 
George Eliot. 



8. Discuss briefly this question: " Are 
the recent historical novels to be 
preferred to the ' dialect stories ' of 
a year or so ago? " 

i). Discuss briefly methods in tea(diing 
literature— (a) In reference to pur- 
pose or aim. (b) As to value of 
stiulying literary criticism or com- 
ment on the part of others, in com- 
parison with tlie author's works 
themselves. 
10. Mention the chief works of (1) De- 
Uuincy, (2) Macaulay, (3) Carlyle, 
(4) Ruskin, (5) George Eliot. 

GENHRAL HISTORY. 

(Ann 'iijlit. lint no more..) 

1. Write, briefly, of the reign of Charle- 

magne. 

2. Discuss, briefly, the influence of King 

Alfred. 

3. Magna Charta- 

(a) Time. 

(b) State what you considei- its most 

important feature. 

4. Write briefly, of the life, character. 

and influence of Joan of Arc. 

5. State three important facts in the life 

of Luther. 

6. Discuss Carthage ami her people. 

7. Name a contribution to our civiliza- 

tion made b.v Greece; by Rome. 
<S. Mention two great causes of the 

French revolution. 
!». State causes and results of the 

Franco-Prussian war. 
10. Give an account of the rise of English 
power in India, 

(4EOLOGY. 

{Any eight, lint no more.) 

1. What agencies bring aliout the decay 

of rock? Explain fully how each of 
these act. 

2. (iive the geologic.il growth of Xoi-th 

America, locating the oldest and 

the youngest fornnitions. 
.'i. In what does the geological wealth of 

Indiana consist? In what part of 

the state is eaidi cd' the leading 

in-oducts found '. 
I. Illustrate by diagram the dilfereut 

kinds of mountains and tell how 

(ludi is formed. 
5. What has been the etlect of the glacial 

perioJ on the surface of Indiana? 
'.I. 'i'race ba(di to its oi'igin in the sun, the 

heat produced b,\ a lump of antlira- 

cite coal. 



EDUCATION IN INDIANA. Ill 

7. Explain coral formation anil locate Notice.— The state board of education, 

the coral formations i.f the United at its meeting March 22, 1895, )-esolved that 
States. it reserve ihe right to call before it any ap- 

8. Draw a diagram showing the forma- plicant for life state or professional license 

tion of springs, and show how ar- for oral examination in addition to the 
tesian wells may be made. written examination based upon the ques- 

9. What is a fossil? What fossils, if any. ^'""'^ herewith sixbmitted. 

are found in Indiana! Locate. I"'*'!' tlie state board of education: 

10. How do yoii account for the existence PASSETT A. COTTON, 

of gas and oil fields! Locate the Stutc Siipf. Puhlic Iii.sfriirfioii, 

most important. President. 

11. State fully your preparation for teach- W. W. PARSONS, - 

ing geology. Prest. Indiana State Norntal ScJtooI. 

Secretaru. 

NOTES TO THE EXAMINER. 

1. In October, 1885 (p. 52, record), the state lioard of education made the following 
order: Ordered, That the Reading Circle examinations in the science of teaching be ac- 
cepted by the county superintendents in place of the county examination on that subject, 
and that the average of their foitr .succexsive uearlu examinations in the science of teach- 
ing be accepted by the state board in the examination for state certificates. 

2. The state board of education reserves the right to call before it any applicant for 
oral examination, in addition to the written examination based upon the questions sub- 
mitted for life state and professional licenses (p. 429, record). 

3. Please send numuscripts on Monday following the examination. 



/. FOR LIFE STATE LICENSE. 

For. Graduates of Higher InMitutions of Lear)ung Ou'ly. 

SPECIAL NOTICE TO APPLICANTS. 

The following rules govern the examination of teachers for life state licenses: 

1. For Graduates of Higher Institutions of Learning Only. —The state board of edu- 
cation revised its rules governing applicants for life state licenses by the addition of the 
following resolutions: 

Resolved, That the rules of the state board of education relating to examinations for 
and the granting of life state licenses shall be and are hereby amended by the addition of 
the following: All graduates of higher institutions of learning in Indiana, or other in- 
stitutions of equal rank in other states approved by this board, which require graduation 
from commissioned high schools, or the equivalent of the same, as a condition of en- 
trance, which maintain standard courses of study of at least four years, and whose work 
as to scope and quality, is approved by the state board of education, shall on complying 
with the conditions enumerated below, be entitled to life state board licenses to teach in 
Indiana: Provided, however. That graduation by the applicant shall have been accom- 
plished by not less than three years' resident study and by thorough, extended exaiuina- 
tions in all subjects pursued privately and for which credit has been given by the insti- 
tution: And, proeided further. That the reciuirements as to three years' resident study 
shall apply only to applicants graduating after this date, January 18, 1900. 

First. Such applicants must have held one or more sixty months' or professional 
licenses. 

Second. They must present to the state board of education satisfactor.v written testi 
monials from competent superintendents, special supervisors, teachers, or other school 
officials to the effect that they have taught and managed a school or schools successfully 
for a period of not less than thirty months, at least ten of which shall have been in Indiana. 

Third. They must pass thorough satisfactory examinations in any three of the follow- 
ing subjects: (1) General history of education; (2) The school system and the school 
law of Indiana; (3) Educational psychology; (4) Experimental psychology and child 
study; (5) Leading school systems of Europe and America; (6) Science of education, 
and (7) The principles and methods of instruction. 



112 



EDUCATION IN IX DIANA. 



Fourth. Befoi'p entering upon the examination, such applicants shall present to the 
state board of eiliication satisfactory evidence of good moral character, and shall pay five 
dollars each (the fee prescriljed by law), \vhi<di can in no case be refunded. 

Fifth. A license will be granted to those who make a general average of 75 per cent., 
not falling below 65 per cent, in any sul)ject. 

In view of the fact that the manuscripts of applicant* for both life state and profes- 
sional licenses are sent to the several members of the state board of education for grada- 
tion, it is essential that applicants for such licenses observe the following rules: 

1. Write on one side of the paper only, using legal cap. 

2. See that the answers to the questions in each liranch are entirely separate from 
those of any other ))ranch, and securely fastened together. 

3. Write full name and postoflice addresn upon each set of answers. 

4. Furnish the member of the state board of education conducting the examination 
copies of recu»iinc»fI(itioiis, as they are to be filed for future reference, and can not be 
returned. 

5. The expense of sending manuscripts sliouM l)e furnished by the applicant. 

6. A fee of five dollars should be collected from all applicants for tliis license. 



HISTORY OF EDUCATION. 

I vIm.s' iccr f'iyhf, hnt no more.) 

What defects in the education in India 
and t'liina were due to the home 
life of those peoples! 

In what respects was education among 
the Jews superior t« that among 
other Orientals? 

What educational advantages could 
Egypt have afforded Moses during 
his residence in the palace? 

\Vhat were the differences in the 
methods of education in Athens and 
!»lparta? 

Mention some of the <'liief Komaii edu- 
cators and give their principles and 
methods. 

What direction and impulse were given 
education by Christianity? 

State advantages and disadvantages 
which came to education from the 
Monastic system. 

Give an account of the rise of tlie uni- 
versities of Britain and Europe, and 
give the main differences in the 
educational methods of the two 
countries. 

What is the status of education in 
France today? 

In what respects, if any, do nioih rn 
methods of education excel those of 
antiquity and tin- nii<l(lle ages? 

SCIKNCi', OF KDrcATION. 

{ Answer ciijhl, tint no more.) 

Hrietly discuss the place of the iina;;in 
ation in education. 

Hrielly discuss the statement that the 
graminar school age is the period of 
drill, mechanism and habituation. 

Name what are, in your judgment, the 
five most prevalent faults nv weak 
posses of American teachers. 



What may be the educational value of 
the school recess? 

Should the educational process follow 
the so-called natural bent of chil- 
dren? State reasons for answer. 

What should be the aim of the teach- 
ing of history in the grammar 
school? 

"Man, in this country, has attained no 
small part of his education by the 
preaching and practice of the gospel 
of work on the American farm." 
Briefly discuss this statement and 
describe what edncatioiuU move- 
ment or movements have been 
foujided on this idea. 

What mistake or mistakes have l)een 
made in the practice of schools from 
regarding the child as an adult. 

Is the school lite itself, or is it a prep- 
aration for life, or is it both? (iive 
reasons for your answer. 

Discuss briefly the place of "thorough- 
ness," so called, in tiie education i)f 
young children. 



LEADING SCHOOL SYSTEMS OF 
EUROPE AND AMERICA. 

(.1/1// i'i(jl(t, tint no iiion .) 

1. lirielly discuss the educational cuntro- 

vnrsy going mi in I'lngl.-ind in the 
fall of 1(102. 

2. What advances li;i\e heeli made ill 

i-'dncation in (lerinany under the 

jiresent enipernr. 
:i. Wliat is the nietlKHl nf teaelilnii: bislm-y 

in tlie scb(M)ls III' ( irnii.-my ? 
I. Ijdw li;is the llerliatinn pliil(is(i|iliy in- 

lliieiiceil Aineriean scIkmiIs? 
5. Discuss tile e<lucatii>nal s.vstem of 

Swit/.i'rlaiid. What, if anything. 

hav(^ we to learn from it? 



EPUCATTON IN INDIANA. 



113 



Name three leading centers in the 
United States f<ir tlie scientitic 
study "f education. 

Discuss briefly the influence of Francis 
W. Parker upon American schools. 
8. What provision is made in France for 
the art instruction of the people' 

What contril)utions have4ieen made to 
American education by the Scan- 
dinavian countries! 

What was the Greek ideal of educa- 
tion? What, if anything, have we 
to learn from it? 



G. 



7. 



9. 



10. 



SCHOOL SYSTEM AND SCHOOL LAW 
OF INDL\NA. 

(-1 )ni I'ldlit. hitt vo Diore.) 

1. What do you consider the greatest 

weakness in Indiana's system of 
education, as a system? Discuss 
fully. 

2. What legal authority has the county 

superintendent of schools? What 
qualifications are required for elec- 
tion? 

3. When may teachers be exempt from 

further examination? 

4. The statute authorizes the revocation 

of a teacher's license upon either 
one of four charges. What are 
theyf 

5. What is meant by a de facto l)(>ai-d! 

What are the powers of such a 
board? 

6. In what way was the power of town- 

ship trustees curtailed by the en- 
actment of a law requiring township 
advisory boards? Explain fully. 

7. Discuss fully the sources of local 

school reveniies. 

8. How may a school IDirary lie estali- 

lished in a town or city of say 3,000 
inhabitants? 

9. What are all of the sources of school 

revenues in Indiana? 
10. What are the duties and powers of 
county boards of education? 



PRINCIPLES AND METHODS OF 
INSTRUCTION. 

iAiixircr riijlif. 'ml )'" iiniri'.) 

1. State the difference between metliod 

and device. 

2. Explain your method in teaching longi- 

tude in geography. 

3. Indicate the devices that should be em- 

ployed in the process of teaching 
longitude in geography. 



4. What principles of mind should be 
' observed in the process? 

5. What principles of the subject of geo- 

graphy should be regarded? 
G. State the main principles derived from 

the nature of mind that underlie 

method in grannnar. 
7. Name the principles derived from the 

nature of the subject-matter of 

grammar that underlie the method 

in grammar. 
8 and 9. Give a brief explanation of your 

method in teaching grammar. 
10. Explain and illustrate the difference 

between principle and method. 

EDUCATIONAL PSYCHOLOGY. 
(Anjj vight, hut no more.) 

1. What are the effects of arrest of de- 

velopment of the nervous system 
before birth, and during childhood, 
■ adolescence, and at maturing f Edu- 
cational inferences? 

2. What psychological explanations have 

been given of truancy, bullying and 
teasing, stealing, fighting, deceiv- 
ing, hunting, collecting, boys' clubs, 
etc.? 

3. Discuss the law of transiency of in- 

stincts (James) in its educational 
T)earings. Is this law in harmony 
with President Hall's doctrine that 
rudimentary psychic processes are 
the necessary stepping stones to 
the highest development? 

4. What is the order of development of 

the interest and ability of children 
in the grades, in history, definition 
of objects, drawing, regard for law, 
and freedom from superstition? 

5. What are the main facts known al)out 

the period of adolescence? 

6. Give a psychological and educational 

interpretation of play. Discuss 

opinions regarding it of Spencer, 
Groos, and Hall. 

7. What does Dr. W. T. Harris mean by 

his three orders of thinking? 

8. Wliat is the mental training value of 

the study of a foreign language like 
Latin? Is this training value of use 
in all other subjects? 

9. If you wish to gain the utmost possible 

proficiency in telegraphy or some 
other similar oecnpation. what 
would you have to do and what 
would be the course of your prog- 
r.'ss? 

10. Discuss the doctrine of apperception 

in its educational applications. 



8— Education. 



114 



EDUCATION TN INDIANA. 



EXPERIMENTAL PSYCHOLOGY. 

% 

iAtiii ciiiht, lint nil iiKirc.) 

Discuss the use of iiistrupo'ti'iH i" 
C'xperiiiifiital psyclioloji-y. 

Explain tlio purpcjse and nianli)iilati(in 
of the followiiifj instruments: 'I'lic 
perimeter, color mixer, kymograpli. 
iesthesiometer, chronoseope, erafo- 
graph. and automatograpli. 

Sliow how a psycliological experiment 
is to be written iip by describing 
one of the simple experiments 
npon after-images, stereoscopic 
vision, or visxial illusions. 

^Yrite a syllabus of questions to ascer- 
tain what differences exist in the 
ability of individuals to recall sen- 
sations of taste. 

Describe experiments for ascertaiuing 
what the simple sensory elements 
in the skin are! 

What are tlie primary color sensations. 
and what are your reasons for se- 
lecting these? What is meant by 
color tone, satui'ation, intensity? 
What must a color theory explain 
and what seems to you to be true in 
the different theories proposed? 

Describe tests for nearsightedness, 
astigmatism, color Ijlindness, de- 
fective hearing and loss of muscu- 



lar control. Where these defects 
exist among pupils, what should be 
the practice of the teacher and 
school authorities! 

8. Describe experiments by which the 

bodily effects of the emotions or 
iiiental work may be studied. 
Di'aw diagrams of the apparatus 
that should be used. 

9. What experiments show that the space 

perceptions of the adult are made 
up chiefly of the results of experi- 
ence? What is the relation t>f 
movement and the sensations from 
movement in space pei'ception? 
Cite experiments made in proof of 
your statements. 

10. Describe the experimental work done 

in the stvidy of one of the following 
topics: Mathematical prodigies, 
telegraphic language, the psycho- 
logy of reading, fatigue, curves of 
mental activity, visual imagery, 
suggestibility of cliildrcn. or liypiio- 
tisin. 

Notice.— The state board of (■(lucatiou, 
at its meeting March 22, 1895, resolvc<l that 
it reserve the right to call before it any 
applicant for life state or professional 
license for oral examination in addition to 
the written examination based upon the 
(luestions herewith submitted. 



12. PROFESSIONAL TRAINING. 

a. INDIANA UNIVERSITY. 

Pnibably the earliest attempt at professional training for teach- 
ers was that made by the board of trustees of Indiana university in 
1839, when it was proposed to establish a ])r()fess()rship to prejiare 
teachers fni- the coiniiion schools. Tlun'e was no available fund 
for th(> work and iiothino- was accomplished. Another similar 
attempt was made in ISIT whicli was also unsuccessful. In 1852 
the university trustees opened ;i normal school in connection with 
the preparatory department. This de])artincnt was sustained at 
intervals more or less successful till ISTo, when it was al)an(loned. 
Nothiuir of permanent value was attem])ted till ISSO, when the 
dcpartuKMit of pedagogy was established. 'I'liis de]iartment has 
always been strong, and today has some of the recogiii/ed educa- 
tional leaders in the state as professors. 



EDUCATION IN INDIANA. 115 

h. STATE NORIMAL SCHOOL. 

The discussion in regard to t-lie establislinient of a state normal 
school began early. Tllere was a wide diversity of opinion as to 
the wisdom o£ snch an institution and it was not till 1865 that the 
general assembly saw fit to make provision for one. In his report 
in 1*866 State Superintendent Hoss, after stating what the legis- 
lature had done in regard to a state normal, makes a labored 
attempt to justify the act. The idea of this school from the 
beginning was that it should be distinctly professional, and it has 
never departed from this notion. It has always made a distinction 
between merely training teachers in the mechanical manipulation 
of devices, and practice based upon an understanding of funda- 
mental ]iedagogical principles. This last thing the school has 
striven to do, and any distinct- merit it may possess is due to this 
fact. The school was opened in January, 1870, and from that day 
to this has grown in efficiency. The state has equipped the institu- 
tion well and the substantial encouragement which it received at 
the hands of the last general assembly has given it new life and 
made it ]iossible to realize some long cherished ]dans. It is now 
equipped to meet the demands for well pre]iared teachere in every 
department of public school work. 

<: CITY TRAINING SCHOOLS. 

A number of the larger cities in the state sustain training 
schools in connection with the city systems. In these high school 
graduates are given a course of training under professional super- 
visors before they are given regular places as teachers in the 
schools. ^ r^ '" 'I 

il. INDEPENDENT COLLEGES AND UNIVERSITIES. 

The independent colleges and universities of the state in most 
instances offer courses for teachers in various academic branches 
and in pedagogy. The tendency is toward the equipment of 
strong pedagogical departments. 

c. INDEPENDENT NORMALS. 

Indiana has a number of very strong independent normal 
schools which offer training to teachers. Most of these schools 
are well equipped and do strong Avork both in theory and practice. 



11 (; EDiirATION IN JXDJAXA. 



f. THE ("or.xTV ixs'irrrTE. 



One of tli(! stroiiiicst facturs in prcilcssioiiai training of teachers 
is the e<»nnty institute. It lias liad an interesting development in 
Indiana and is at the ])resrnt time in a transition stage. Educators 
in the state are working at the problem and it is hoped that some- 
thing may be done to make the institute at once more professional 
and more ])ractieal. At present the institute is held in each 
county annually for one week. Instructors are employed and the 
work takes a Avide range in to]>ics discussed. The work may be 
said to be inspirational, cultural, professional and practical. 

g. TOWNSHIP INSTITUTE. 

Probably the most efficient work is done in the township insti- 
tute. At least it is here that the largest number of teachers do 
systematic Avork looking toward better teaching. The state dej^art- 
nient (if ])ublic instruction prepares each year a careful outline of 
the \\(ii'k that is to be doue in the township institute and the county 
superintendent organizes the institutes and sees that the work is 
done. Evei'v teacher in the toAvnshi]) schools attends these insti- 
tutes one day each month and has some personal woi'k to do. 

//. TEACHERS' READING CIRC^LE. 

Tlie reading circle board selects each year two books which form 
part of the work outlined for the township institute. These books 
are generally professional and cultural and each township teacher 
is required to own them and study them. 

/. TEACHERS' ASSOCIATK^NS. 

In addition to 1 he al)o\-(' forces for professional training the asso- 
ciations niay be mentioned. 'Idiere is first the state teachers" 
association, which meets annually dui-ing the Chrislmas holida\- al 
Tndianapojis. Xext tliei'e are the norihem and southei'u Indiana 
associations, which meel annnally during the sjti'ing \acaliou. 
'Idien there is the connty association, which holds an annual meet- 
ing of two days, genei-ally at the Thanksgiving holiday. .\ll of 
these forces conli-ibute to aii<I keep ali\-e the pi'ofessional spirit 
among teaeliei's. Thei'e liexci' was a time in the state when there 
was larger ])i-ofessional zeal or larger <!elerminal ion to ]daee the 
calling ujion a higher plane i'Vi'vy way. 



VII. Compulsory Education. 



A. THE LAW. 

<t. C^HILDREN BETWEEN THE AGES OF SEVEN AND FOURTEEN 
YEARS MUST ATTEND SCHOOL. 

The Law. — Every parent, liiianlian. or other pci-snn in the state 
of Indiana, having control or char.ue of any cliild or cliilch-en lietween the 
ages of seven (7) and fourteen (14) years, inclusive sliall be reiinired to 
send such child or children to a public, ])rivate or parochial school or to 
two or all [more] of these schools, each school year, for a term or period 
not less than that of the public scJiools of the school corporation where 
the child or children reside: Provided. That no child in good mental and 
physical condition shall for any cause, any rule or law to the conti'ary. l»e 
precluded from attending schools when such sciiool is in session. 

b. COUNTY TRUANT OFFICERS— DIRTIES— MISDE:MEAN0R. 

The county board of education of each county shall constitiite a board 
of truancy whose duty it shall be to ai)point on the tirst ^londay in May 
of each j^ear one truant officer in each county. The truant officer shall 
see that the provisions of this act are complied witli. and when from per- 
sonal knowledge or by report or comiilaint I'l'om any i-csidcnt or teaclicr 
of the township under his supervision, h' liclit'ves that any child suliject 
to the provisions of this act is habitually tardy or absent from school, he 
shall immediately give written notice to the pai-cnt. guardian, or custodian 
of such child that the attendance of sucli cliild at school is rc(juiri'(l, 
and if within live (5) days such iiarcnt, guardian or custodian of said 
child does not comply with ihe provisions of this section, then such 
truant officer shall make complaint agairist such parent, guardian or cus- 
todian of sucli child in any court of record for violation of the provisions 
of this act: Provided. 'Ihal only one notice shall lie reiiuired for an.v 
child in any one year. Any such pai'ent. guardian or custodian of child 
who sliall violate the provisions of this act shall Ik- adjudged guilty of a 
misdemeanor and upon conviction thereof shall be fined in any sum not 
less than five (.$."t.(i(») nor more than twenty-tive dollars ($2r).()(M. to Avliich 
may be added, in the discretion of the coiu't, imprisonment in the county 
jail not less than two nor more than ninetj' days. 

r. TRUANT OFFICERS IN CITIES AND TO^VNS. 

A city having a school enumeration of five thousand or more children, 
or two or more cities and towns in any county having a combined school 
enumeration of five thousand or more, may, in the discretion of the county 

(117) 



118 EDUCATION TN INDIANA. 

hoard of truaucy, constitute a separate district far tlie admiirtstratioii of 
this act. Cities containing a school enumeration of ten tliousand children 
or less shall have but one truant officer. Cities containing a school enu 
meration of more than ten thousand and less than twenty thousand chil- 
dren shall have two truant officers. Cities containing a school enumera- 
tion of twenty thousand and less than thirty thousand shall have three 
truant officers. Cities containing a school enumeration of thirty thousand 
and less than forty thousand children may have four truant offlcei-s. 
Cities containing a school enumeration of more than forty thousand chil- 
dren may have five truant officers to be selected by the board of school 
commissioners. The truant officers of cities and such separate districts 
shall enforce the provisions of this act in the manner and under such 
penalties as are prescribed by section 2 of this act. Truant officers of 
cities mentioned In this section shall be appointed by the board of school 
trustees or board of school commissioners, respectively, of the city. 

d. SALARY OF TRUANT OFFICER. 

The truant officers shall receive from the county treasury two [dollars] 
($2) for each day of actual service, to be paid by the county treasurer upon 
warrant signed by the county auditor: Provided, That no county auditor 
shall issue a warrant upon the county treasury for such service until the 
truant officer shall have filed an itemized statement of time employed in 
such service; and such statement shall have been ceitified to by the super- 
intendent or superintendents of schools of the cerpoi'ation or corporations 
in which such truant officer is employed and such claim have been allowed 
by the board of county commissioners: Provided, further. That no 
truant officer shall receive pay for more days than the average length of 
school term, in the county, cities or towns under his supervision. 

e. REPORTS ^fUST BE ^fADE BY SCHOOL OFFICLVLS. 

All school officers and teachers are hereby required to maki' and fur 
nish all reports that may be required by the superintendent of public 
instruction, by the board of state ti'unncy or the truant officer, Avith re'f- 
erence to the workings of this act. 

/. POOR C1IIL1>RE\ ASSISTED. 

If any jjarcnt. giiardian or cuslcMlian of any cliild or children is too 
poor to furnish such child or children with the necessary books and 
clothing with which to attend school, tlicn the school ti'ustee of the town- 
slii|i. or llic lioard of scIkmiI trustees or (•(Hiiinissidiici's of the cily or in 
corporated town where such parent, gunnli.nn or custodian resides shall 
furnish temporary aid for such purpose, to such child or children, wliicli 
aid shall be allowed and paid upon the cei'tilicjite of such officers by the 
board of county commissioners of said coniily. Sncli lowiiship trustee, or 
l)onrd of school trustees, or commissioners shall at once make out and 
til.' with the auditor of the (■ouiity a full list of the children so aided, 
and the board of county commissioners .it tlieir ncxi regulai- mt'eting. 
shall investigate such cases and make sucli provision for such child or 
children as will enabh; tl'iem to continue in scliool .-is intended bv this act. 



EDUCATION TN INDIANA. 119 

(J. PARENTAL HOMES FOR INCORRIGIBLE CHILDREN. 

School commissioners, trustees and boards of trustees are empowered 
to maintain, either within or without the corporate limits of then' cor- 
porations, a separate school for incorrisible and truant cliildren. Any 
cliild or children who shall he truant or incorrigible may be compelled 
to attend such si']iMrat(> school for an indetenninate time. 

7(. CONFIRMED TRUANTS-SENT TO REFOH.M SCHOOLS. 

Any child who al>sents itself from school habitually may be adjudged 
a contirmed truant l»y the truant officer and superintendent of the scliools 
of the county or city. Such confirmed truant may be sentenced by the 
judge of the circuit court to the Indiana Boys' School, if a boy. or the 
industrial school for girls, if a girl, provided its age is witliiii the linuts 
set for admission to such institution. If deemed advisable by said judge, 
such incorrigible child or children may be sent to such other custodial 
institution within the state as may be designated by him. For its main- 
tenance in such custodial institution, the school corporation in which it 
resides shall pay at the legal rate for supporting dependent children, 
twenty-five (25) cents per day, with such expenses of transportation as 
are necessary. 

L TAX FOR EXECUTING CO.AIPULSORY EDUCATION LAW. 

For the defraying of the increased expenditure necessary for the carry- 
ing out of the purposes of this act trustees of school townships, boards 
of school trustees or commissioners of cities and towns and boards of 
school commissioners are hereby empowert'd to levy in addition to any 
and all sums heretofore provided l)y law. any amount of special school 
revenue not exceeding ten (10) cents on the hundred (100) dollars of tax- 
able propei'ty, such taxes to be levied and collected as all other special 
school revenue. 

;. ENUMERATION OF CHILDREN. 

In order that the provisions of this act may be more definitely en- 
forced it is hereby provided that the enumerators of school children in 
taking the annual school census shall ascertain and record the place and 
date of birth of every child enumerated, and the parent, guardian or 
custodian of such child shall subscribe and take oath or affirmation that 
such record is true. The enumerator is hereby empowered to administer 
such oath or affirmation, and any parent, guardian or custodian of any 
child who shall refuse to take such oath or affirmation shall be adjudged 
guilty of a misdemeanor and upon conviction thereof shall be fined any 
sum not less than one dollar (.$1.00). 

k. NAMES OF CHILDREN FURNISHED TRUANT OFFICER. 

On the first day of school the trustees, boards of trustees, or com- 
missioners of school corporations, shall furnish the truant officer with the 
names of the children of compulsory age who are enumerated on the 



120 EDUCATION IN INDIANA. 

regular eiuinieration lists. Those names shall l)e alphabetically arranged 
and give all the information contained in the regular enumeration 
i-eturns. 'I'hc county commissioners sliall provide necessary postage and 
such blanks as may be reiiuircd by tlie state l>oard of truancy or the 
state superintendent of public Inst imh-I ion. 



B. STATISTICS ON TRUANCY. 

Trtuiiicv is tlie ])riiiun'\' scIkioI of crime. This is the stil)staiK'e 
of the testiiridiiy of the judges of uiaiiv juvenile courts. Since the 
establisliiiK^iit (tf chil(h'eirs eonrts in one after another of onr 
larger cities, it has been found that most of the cases of juvenile 
delinquency l)egan with truancy. A well-executed compulsory 
education law is of the greatest value as a preventive of crime. 
Since the enactment of the first truancy law in this state, in 1S97, 
the results have been noteworthy. The reports of all of the truant 
oiiicers for the last year have been compiled and the information 
gathered from them is as interesting as that of the preceding years. 

The law ]»ro\ides for the appointment of one truant officer in 
each coiiiiiv, with ailditional officers in counties having large 
cities, 'i'his resuhs in one officer in each of eighty-oiu' co\inties, 
two iu seven counties and three in three counties, while in jMarion 
county the city of Indianapolis has five officers and the county 
(•lie. Tlii'ongli tlie cfl'orts of tlicsc 110 officials, 23,2(>7 children 
were hrotiglil into school during the 1 '.•()i!-lltO;> term — '2-2A'-'>'> t^) 
the public schools and 1,1;)l' to tlie private or parochial institu- 
tions. 'Idiis was accomplished at a hnancial outlay of $lli,iM)il.!t 1 
for the salaries of officers and '$20,iM r).Oi^ foi' clothing and books 
gi\'cii |)ooi- chihli'cn — a total of $;5!t,4LM.lb"l, or an aNcragc (d' $l.(itl 
for each child bi'ought into school. The aid fnniishcd was given to 
.'-!,rilS children, of whom S,.')!.'! went I<i the ])ul>lic schools and .'lO.") 
to the pi'i\atc schools. In the performance of their duties, the 
ti'uant oiiicers made 7'2,22'''> visits to the homes of truant <'hildren 
and tlie schools, and 1 .'•, (;,")() days were spent in this ser\ice. I'nder 
the |>r(i\isioii of the law which ])ermits the truant officer |o ]»ros- 
ecute parents who \dohili' the law, 825 prosecutions were made 
during the year, all but sixty-five of th(>se being successful. in 
twentv-scNcn counties no pi-osecut ions wei'c ma<le; in forty-five 



EDUCATTOX TN TNDTANA. 121 

there were from one to five. St. Joseph county had the highest 
iniiiiber, twenty-five; Vig'O came next with twenty-four; Jefferson 
ooniity liad twenty, Boone connty, seventeen; Grant and Vermil- 
lion each thirteen, and Marion connty eleven. 

The oificers of two counties, Steuhen and Miami, report no 
children brought into school. Martin county reports one. Twenty- 
eight counties report less than 100; twenty-two counties from 100 
to 200 ; fourteen counties from 200 to 300 ; thirteen counties from 
800 to 400 ; five counties from 400 to 500. The following counties 
re]iort the highest numbers: Madison, 56S; Dul)ois, 027; Jlenry, 
fi;}0; Laporte, 056; St. Joseph, 769; Marion, 2,040; Vigo, 2,485. 

Tn a tabulated form the reports of truant officers fV)r the school 
term 1002-1003 make the following showing: 

NiuuIkt truant olticcrs in state 110 

Total amount salaries paid !?1!),200.91 

Xiunber days spent in service l.").(')50 

Xiuiiber visits made 72,223 

Niunber pupils broujtlit into school 2:3,2G7 

Number of above attendin,ii' pnblie scliools 22.1:35 

Number of above attendiny- private scliools l.i:32 

Niimber who received aid 8.G1S 

Numlier aided attending public schools. ., S,:31o 

Numlier aided attendin.y private schools ;j0.i 

Total cost of assistance given 20.21.5.02 

Number of prosecutions :325 

Number of prosecutions successful 200 

Number of prosecutions nor successful 0.5 

Salaries 10,200. 01 

Assistance 20.215.02 

Total cost of administerins' the law .$.30,424.93 

Amount per capita spent for children brought into school .$1.69 

Amount per capita spent for cliildren aided to .-ittend school 2.34 



C. THE INFLUENCE AND COST OF EXECUTING THE 
COMPULSORY EDUCATION LAW. 

The number of children brought into the schools and the cost 
of enforcing the law since its passage in 1807 as shown by the 
re]i(u-ts of the secretary of the board of state charities are as 
follows : 



122 EDUCATION IN INDIANA. 

.Vo. Chi Id re II ('(i.sf ill Siiliiric.s 

liriiiKlht i iitd (111(1 Assistd lice 

the Srh'Ki/.f. to ['(Kir CJiililren. 

1S9S 21,447 .'?51,351 04 

ISO'J 10,1<)0 43,442 54 

1900 28,974 48.344 31 

1901 25,025 47,086 98 

1902 24,784 30,745 80 

1903 • 23,267 39,424 93 



D. THE CHILD-LABOR LAWS OF INDIANA ASSIST IN 

THE EXECUTION OF THE COMPULSORY 

EDUCATION LAW. 

'J'lie elnl<l-l;i]>nr l;i\v follows: 

St^e. 2. No child under fourtoeii years of atje sliall be eiiiploycil in any 
manufacturing or mercantile establishment, mine, quarry, laundry, reno- 
vating Avorks, bakery or printing office within this state. It shall be the 
duty of every person employing young persons under the age of sixteen 
years to keep a register, in Avliich shall be recorded the name, birthplace, 
age and place of residence of every person employed by him undei" the 
age of sixteen years; and it shall be unlawful for any proprietor, agent, 
foreman or other person connected with a manufacturing or mercantile 
establishment, mine, quarry, laimdry, renovating works, bakery or print- 
ing office to hire or employ any young yierson to work therein without 
there is first provided and placed on lile in the otlice an affidavit made by 
the parent or guardian, stating the age. dale and ])l;ice of birth of said 
yoiing person; if such young person have no ])ar('nt or .uu.-irdi.-iii. then such 
affidavit shall be made by the young i)erson. Avhich affidavit shall be kept 
on tile by the employer, and said register and affidavit shall be produced 
for inspection on demand made by the inspccloi', jiijpointcd undei- this 
act. There sliall be posted conspicuously in every room where young 
persons are employed, a list of their names, with jlu'lr agi's, resiMM-i jvcly. 
No young person under the age of sixteen years, who is nol blind, shnll 
be employed in any establishment aforesaid, who can not n-.id and write 
simple sentences in the English language, except during the v.ncation of 
the public schools in the city or town where such minor lives. The chief 
inspector of the departnuMit of inspection shall have the jiower to denmnd 
a certificate of physical fitness from some regular ])hysician in the case 
of young persons who may seem physically nu;iblc to iicrlonii the labor 
at which they may ii<' enq)loyed. and shall h.ave the jiowcr to pi-oliibit the 
emi»loyment of any minoi- that c;in iKtt obtain such, a i-ci'l iticate." 



EDUCATION IN INDIANA. 123 

E. ILLITERACY IN INDIANA, 

The inquiry of tlie j^ational Census Bureau with respect to the 
literacy of the popuLation does not apply to persons under ten years 
of age, but "covers a return on the popuLation schedule aoncerning 
the ability of each person ten years of age and over to road and 
write in any language ; that is, the test of literacy is based upon 
one's ability to read and write not necessarily the English lan- 
guage, but the language ordinarily spoken by him." The inquiry 
into illiteracy naturally developed the fact thai there are two 
classes of illiterates : (1) Persons who can neither read nor write ; 
(2) pwsons who can read (in a limited way) but can not write. 
In giving the figures below both classes are represented in the 
totals and per cents. : 

I. Total population of United States, ten years of age and over: 

(a) In 1880 36,701, COT 

(b) In 1800 47,413,.5.'i9 

(c) In 1000 57,940,824 

li. Illiterates in United States, ten years of age nnd over: 

Ja) In 1880 . 6,230,958 

(b) In 1890 6,324,702 

(c) In lOtjO 6,180,069 

III. Per cent, of illiteracy in United States: 

(a) In 1880 17 per cent. 

(b) In 1800 13.3 per cent. 

(c) In lOOO 10.7 liter cent. 

IV. Total population of Indiana, ten years of age and ©ver: 

(a) In 1880 l,46S,00o 

(b) In 1890 1,674,028 

(e) In 1000 1,068,215 

V. Total illiterate population of Indiana, ten yi'ars of age and over: 

(a) In 1880 110,761 

(1)) In 1800 105.820 

(c) In 1000 00,530 

VI. Per cent, of illiteracy on total popuhition of Indiana, ten years of 

age and over: 

la) In 1880 7.5 per cent. 

(b) In 1890 (!.3 per cent. 

(cj In lOOo 4.(3 per cent. 

(This showing is better than that of any other state lying 
to the east of us, save Ohio.) 
VII. Illiterate male population, ten years of age and over: 
1. In tJie United States- 
fa) In 1880, 2,966.421, 15.8 per cent, of males of age as above. 

(b) In 1890, 3,008,222, 12.4 per cent, of males of age as above. 

(c) In 19O0, 3,055,056, 10.2 per cent, of males of age as above. 



124 EDUCATION IN INDIANA. 

'1. Ill Iiidiana — 

(ai 111 ISSO, ."li.dHM. Ci.'.l iicr cciil. oT lualcs of a.iit' as almvc. 

(b) 111 IS'.K). 4!».r)(»r). .1.8 \H'\- cciiT. of males of a.ui' as above, 

(el 111 1!K)(». 4.").Tti.'>. 4.."'. per c 'iit. of males of a^c as aliove. 

\'1I1. Illiterate female iiopulatioii. ten yeais of a.iic and over: 
1. In the T'nited States— 

(ai 111 1SS((. .■■..■J7;'>,.1.".T. IS.:; ])er cent, of females of a.u'e as above 

(b) 111 IS'.M). 3.:n(;.4.S(), 14.4 p.T cent, of females of aye as above 

(c) In T.MIO. .'MDl.Sdl. n.?, pel' cent, of females of a.ii'e as above, 
'1. In Indiana — 

(a) In IJSSIl. ."(.S.TiiS. ,S.2 \)v\- <•( iit. of females of ati'e as above. 

(b) In ISOd. r)(i.:',24. (■>.;» iiei' cent, of females of au'e as above. 

(c) In I'.Xtd. 4(;.77r,. 4.;i jiei- cent, of females of a.ue as above. 

IX. Illiterate nati\(' white population, ten yi-ars of a.ue and over: 

1. In the T'nited States— 

Tofdl 
['iijiiiltifidii 

of Surl, An,-. 

(a) In 1880 iM.TS^.TS!) 

(b) In 18!M» :W.144.187 

((•) In I'.iiMi 41. :;<;;;,. ")(;.■) 

2. In Indiana— 

(a) 111 1880 l.L'KT.ir.li 

(b) In 18!Mt 1.4!»r).;i02 

(c) In l!)(l() 1.780.4.")8 

(This is larger than in the New Eniiland and Eastern 
states. I 

X. Illitei'ate coloi'ed iioi)nlat ion.* ten years of a.ye and o\er: 

1. In the United States— 

'/ofit/ 

Poiiiilatiiiii 

ii/Ai/rds 

Ahoiw. 

(a) In 1880 4.<;(tl.2()7 

(b) In 18!)(t r).482.4S5 

((•) In liKKi (;.8i(>.".):;4 

2. In Indiana — 

(a) In 1880 2!».14(i 

(In In is'.io :;r..(;;M 

(CI In r.Mio 17. :!.").■) 

XI. Illileiate ne.^ro population, ten years of a.i;e and over: 

1. In the I'nited States- 

la I In 1! 1(1(1 .Males 4:;. (I iter cent. 

(Ill In r.XMi I•^'males ITlS per cent. 

(c) In I'.llld P.oth se.\es 44.4 per cent. 

2. In Indiana — 

(ai In I'.KIO :\Iales 21.7 per cent. 

(bi In I'.IIMI Females 2:;. 1 percent. 

(c) In I'.Miii r.otli sexes 22. Ci per cent. 



n/lii'vate 
Piiinildlion 
•if Such Age. 

2.2r)r>.4(*>o 


Per 

Cent. 

8.7 


2.0( ;."'..( )(!.", 


6.2 


1.!I1C..4:!4 


4.(; 


87.78(5 


0.8 


78.088 


0.3 


03.800 


3.0 



Tiitul Illiterate 

Pn, >, (latin, l-Ki„,l 

a ml A (/I as 
A hare. 

3.220.878 


Per 

(^ent. 
70.0 


3.112.128 


.")(!. 8 


3.037.2:^2 


44.0 


1(1, ;;(;;; 


:!.").(■> 


n.4!».-. 


32.2 


10.080 


22.0 



*Pers()n.s of negro descent, Chinese, .liipaiiese iiimI Indians. 



EDUCATION IK 7XD7AXA. 125 

XII. Illiterate native wiiile |ioinilaii(>n of iialive iiareiiiauc ten to fonr 
teen years of age: 

1. In the United States- 

la) In 1S!M> 0.7 per cent. 

(1)) In 1!)<)() 4.4 per cent. 

2. In Indiana 

(a) In IS'.M) :.*.<• jier cent. 

(ID In 1!»00 tt.-"> per cent. 

(Giood sliow ing for modern sclioois.) 

XIII. Illiterate foreign wiiite population, ten to fonrteen years of age: 

1. In tlie I'nited States- 

la) In ISDI) ."..'.» per cent 

|l)l In T.Mio .").<; per cent. 

2. In Indiana- 

la ) In 1890 3.4 per cent. 

Il)) In litoo 2.(1 per cent. 

Kiood showing.) 

XIV. Illiterate negro population, ten to fourteen yeai's of age: 

1. In the United .States- 

la) In 1!MM» 30.1 per cent. 

2. In Indiana — 

(b) In 101)0 1..1 per cent. 



VIII. Teachers' and Young People's 
Reading Circles. 



1. TE AGREES' READING (^LRGLE. 

At a meeting of the IiKliana teachers' association held at Indian- 
opolis December, 1883, the first steps were taken toward the organ- 
ization of the Indiana teachers' reading circle. According to a res- 
olntion introdnced by W. A. Bell it was decided that this circle be 
under the care and direction of the association and that this asso- 
ciation choose a board of directors, select a course of professional 
and literary reading, issue certificates of progress and grant di- 
])lomas as evidence of its completion. 

The first meeting of the board of directors was held it^ebruaTV, 
1884. At this meeting, after a full discussion of the ways and 
means to be employed, a committee on plans of organization was 
a]ipointed. A month later this committee reported the following 

THE PLAN OF ORGANIZATION. 

(See Present Plan of Organization at close of this division.) 

1. Any teacher or other persons in the state of Tndijina may beconu' 
a member of this circle by forwarding his name lo the manager of his 
i-ounty, together witli a pledge faithfnlly to pursue tlic pr(>scribed course 
of study, and i)aying a fee of twenty-five cents for tlie i)resent year, and 
for future years, such fees as may be decided upon at the beginning of 
the j^ear. 

2. In case tliere is no manager wrtliiu' a county, any (eadicr may 
become a meml)er of the state circle and receive all the l)enefits of tlie 
same by applying to the manager of an adjoining county. The meml)ers 
of the state circle i-esident in any town, tnwnslii]i or neigld)orhowd. may 
I'ofHi a local circle Mhicli shall meet once every week or fortnight, as 
they may elect, for the purjiose of reading and discussion. 

3. Each local circle shall elect a secretary, whose name shall be 
reported to the county manager, and wlw) sli.all act as the mecliuiii of 
communication bet ween Ihe local circle* and llie county manager: l»ut 
this provision sliail not jire^'Jnde the posBil)ility of iiidrvidn.-ils who are not 
members of a local circle repoiMing directly to Ihe county manager. 

ii2i;) 



EDUCATION IN INDIANA. ' 127 

4. The g-eiieral direction of tlie worlv in each county sliall be placed 
in charge of tlie county superintendent or other person to be appointed 
by tlie state board of directors, wlio sliall be called the county manager. 

5. It shall be the duty of the county manager to transmit to the 
teachers of his county all cii-culars, books, examination (lucslions, etc., 
issued by the board of directors; to solicit and transmit to tlie board of 
directors names of members and membership fees, and all examination 
papers, etc., that shall be called for; and to discharge all duties that may 
devolve upon him as the medium of communication between the local 
circle and the board of directors. 

(). The board of directors shall establish and maintain at tlie capital 
of the state a bureau under the charge of the secretary of the I)oard, to 
whom all communications from county managers shall be addressed. 
Said bureau shall, for the present, be located at the office of the state 
superintendent of public instruction. 

7. It shall be the duty of the state board of directors to arrange and 
prescribe two or more lines of reading, along which the reading of the local 
circle and individual members shall be pursued; but the amount of read- 
ing to be done within any given time and other details of the work not 
herein provided for shall be arranged by tiie county manager in conjunc 
tion with the secretaries of the local circles of the county. 

8. It shall be the duty of the state board of directors to make provi- 
sions for all reiiuisite (>xaminations of the issuance of certirtcates and 
diplomas. 

The results of the first four years of the history of the circle 
very fully justified the efforts made to improve the professional 
spirit among the teachers of the state. It had been proved beyond 
a doubt that the teachers were growing, were becoming more 
interested, more skillful, more intelligent in their w^ork. However, 
nuich progress had been made, there was an important step tnlvon 
in 1888 in the adoption, as a part of the reading for the next year, 
ITawthorne's "Marble Faun" and Carlyle's "Heroes nnd Hero 
Worship." The work done in the study of real literature rather 
than a "study abottt literature was an epoch-making experience 
among the rank and file of the teachers of the state. When they 
had completed the year's work, helped by a suggestive plan of study 
for the Marble Faun, for instance, they had learned something 
about how to get real culture from the poet, and the novelist. In 
short tliis year's work marked a period of greatest growth in eliar- 
acter, in insight, that the circle had yet known. Many teachers had 
been reached and helped who had not had opportunities in normal 
schools and colleges. ]\rany were so inspired by their entrance into 
the fields of truth. It had lieen felt by many that this ]uirsuit of 



128 EDUCATION IN INDIANA. 

general eultiii-c coiitribiitos more to the equipment of the teacher 
than does the stiidv of })nrely professional lines of thought. 

The state board of education has recognized the imp(jrtanee of 
the teachers' reading circle to the profession by offering credits on 
examination for county and state licenses. At the October meet- 
ing, 18S5, the following order was passed by the board: "Ordered 
that the reading circle examinations in the science of teaching 
(science of education or theory) be accepted by the county su[)erin- 
tendents in place of the county examinations on that subject, and 
that the average of their four successive yearly examinations in 
the science of teaching be ac(!epted by the state board of education 
in flic examination for state certificates." 

Again at the May meeting, 1896, the following order was unan- 
imously ado])ted : ''Ordered that the reading circle examinations 
in the genci-al culture book be accepted by the county superintend- 
ents in place of the county examinations in literature, and that the 
average of their four successive yearly examinations in the general 
culture books be accepted by the state board (of education) in the 
examinati<tns for state certificates." 

The growth of interest has been most gratifying. It is not an 
unusual thing for a new venture to meet with success in the 
beginning and then gradually lose its hold and pass into neglect, 
lea\'iiig liiflc but a rcnuMnbered failure. But the Indiana tcaclicrs' 
reading circde has steadily grown, each year fully justifying its 
existence by the improvement in the work done in the sclio(ds as a 
direct result of the fostering of higher educational standards, and 
of cucoiiragiiig a Hiicr ])rof('ssioiial spirit. 

Tlie iii('inl)crslii]) for ls,sT-8 was in round numbers 7,000, every 
county in the state, and in thirty counties almost every district, 
hciiig i'('pi'(\sented in this uicmliei'shi]). 

"^riic iiKMMbci-slii]) foi' l!»Oi'-;! was l.'5,2T4, every county in the 
state being i'e|)resenteil. 'I'liis was an avei'age of 144 niendMM's 
for each county. I'lie liigliest niemberslii)) for any one county was 
.'300; the lowest ^r2. These two counties had -'irdl and 78 teachers 
res|>eeti\ely. 



EDUCATION IN INDIANA. 129 

2. YOUNG PEOPLE'S READING CIRCLE. 

in the suiuiiier of 1887, at a meeting of the state association of 
countj" superintendents a report of the very satisfactory progress 
made by the teachers' reading circle in the four years then passed, 
was presented. After this report was made it was suggested that 
the work should begin with the children. Following this sugges- 
tion, at a meeting of the state teachers' association in 1887, a 
committee was appointed to consider the feasibility of such a 
movement and this coimnittee made the following report which was 
unanimously adopted by the association: 

We regard the subject one of the highest importance. To place the 
general reading of the half million of children of the public schools under 
competent guidance and control, even to a limited extent, would in our 
judgment, be productive of most beneticial results. To substitute for the 
trashy and often vicious reading matter, which tinds its way into the 
hands of children and youth, a grade of literature at once sound in its 
content, chaste in its language and imagery, and pure in its moral tone, 
is an end which may properly command the best and most earnest efforts 
of this association, and of the teachers of Indiana. To your committee 
the enterprise proposed seems a means for accomplishing, in a measure, 
this highly desirable end. 

By vote of the association the organization and management of a 
young people's reading circle was referred to the board of directors 
of the teachers' reading circle. Accordingly the work was at once 
undertaken. The guiding thought from the beginning has been 
to avoid making the reading in any sense a task. There has been 
done everything to avoid the routine of school work for it has been 
felt that the purpose of the reading would be largely defeated if 
the children should come to look upon it as an additional task to be 
performed under compulsion.. There have been no examinations 
given, no set ways of reading suggested. The purpose of introduc- 
ing the children to the best in books suited to their needs has been 
felt to be the highest service that could be performed in this connec- 
tion. Of course, much good has been done 1)v tactful teachers in 
making the children desirous of looking into these books for them- 
selves. 

It has been the aim to place no book upon these children's lists 
from year to year which was not worthy as literature. Whatever 
quality it might possess of value, however interesting, however full 
of information, the book has been subjected to scrutiny as to 

9-Education. 



130 EDUCATION IN INDIANA. 

whether it were an artistic production, worthy as literature, 
whether a beautiful expression of truth. Books have been selected 
appealing to a wide variety of tastes and interests. Books of 
fiction, travel, biography, science, nature study, poetry, history 
have been included. 

Under the plan oi organization the reading of one book in the 
year's list is sufficient to constitute a membership in the circle. A 
card of membership has been awarded each member. 

The wisdom of separating the reading of these books from the 
regular school M^ork has impressed itself more and more upon those 
who have observed the progress of the work. There has been all 
over the state a very noticeable elevation of the taste. A very 
strong current of influence has set in against the trashy vicious 
stuff so much of which is waiting to corrupt the morals of the 
youth of ]nany communities. These books selected for the young- 
people have done their good work not only for the children but they 
liave gone into the homes and have interested the older members of 
the family. So they have created a demand for more of the best 
books. 

From sixteen to twenty books are selected for each year, distrib- 
utee! into five groups: (1) Those for second grade, (2) those for 
third grade, (3) those for fourth and fifth grades, (4) those for 
sixth and seventh grades, (5) those for eighth and advanced 
grades. 

Previous to tlio year 1002-03, 352,481 books had boon distrib- 
uted throughout the state. During this same year and up to April 
1, 1004, 114,132 were added, making a grand total of 4r)(),013 
books now in the young ])oople's reading circle libraries. This 
makes an av(M"age of 5,071 for each county. The highest number 
owned by any one eoniify is 16,360 ; the lowest 631. 

The einniiei'alion for 1002-03 was 560,523 children of school 
age. Of lliis iiiiiniKT more than 200,000 were memliers of the 
circle. 

Wilhiii ihe Iweiily years 1hat lliis work has been e;ii'i'ie(l on, 
experience has snggesleil \iirioiis clianges in the organi/nt ion and 
management of tlie atl'aii's. At tirsl, wiieii ihe work was new, there 
were nniny (lilHcnlt ies wliieli liave gradually been overcome. One 
ol the most grat i t'yiiii^ I'esnlls obsei'xcd has be(^n the fact that such 
a niai'kel foi- llie best books has IxM-n created tlnit the verv best 



EDUCATION IN INDIANA. 1-31 

publishers have come to think it worth their wliik^ to siii)[)ly hool^s 
at very much lower rates than had before been possible. 

In 1886 by action of the state teachers' association, the state 
superintendent of public instruction was made, "ex-otticio/' a 
member of the board of directors of the reading circle. 

Another change was made in the abolition of both membership 
and examination fees from members. During the first three years 
of tlie circle there were charged a fee of twenty-five cents for 
membership, and an additional twenty-five cents for examination, 
the former going to the board of directors, and constituting a fund 
for running expenses, the latter to county managers as remunera- 
tion for the examinations. The returns from both were so small 
as to meet but a fraction of the expense. So no remuneration was 
furnished for time spent or services rendered by either local or 
state directors. In 1887, with the prospect of larger sales, some- 
what lower rates were secured from publishers with the provision 
also that the discount usually allowed the trade should be paid to 
the board. This arrangement proved a double gain in that it 
secured to teachers a lower rate on the books, and gave a definite 
income for tlie management in proportion to the mendiership. 

TRESENT PLAN OF ORGANIZATION. 

In December, 1807, the following constitution, rules and regu- 
lations for the government of the board of directors were author- 
ized by the state teachers' association : 

1. The Indiana state teachers' association liereby constitutes the 
board of directors for tlie Indiana teachers' and yonng people's reading 
circles, and adopts tlie folloAving- rules and regulations for its government. 

2. The aforesaid lioard of directors shall be composed of seven mem- 
bers, including the state superintendent of piiblic instruction, who shall 
be ex-officio a member of the board. Of the remaining six members, at 
least one shall be a couiit.v superintendent: at least one a city superin- 
tendent, and the remainder shall be chosen from the teaching profession 
at large. 

3. No member of a pxililisliing firm, or agent of such firm, shall lie 
eligible to membership on this lioard. Should any member of this board 
become a memlier of a publishing firm, or agent of such firm, within the 
term for which he was appointed to this board, his membership herein 
shall immediately cease, and the state teachers' association shall at its 
next meeting fill the vacancy thus arising from the un(*x]iiivd portion of 
said term. 



132 EDUCATION IN INDIANA. 

4. The iiiL'uibers of this board, except the state superinteudeiit of 
iniblic iustniction, whose nieinbersliii) shall be coiieurreut with his in- 
cumbency of the state superintendency, shall be appointed l)y the state 
teachers' association in annual convention for a term of tliree years, or 
until their successors art' appointed. 

5. Should any memlier of llic board of directors leave the teaching- 
profession or (pilt active scliool work, liis membership shall immediately 
cease. At each annual meeting of the state teachers' association, the 
members of the reading circle board of directors shall meet and organize 
for the ensuing year. 

7. The members of this board sli;ill i-cccivc a per diem of four dollars 
and actual expenses, for all time cniiiloycd in discliarging tlie duties 
devolving upon them as members of said board; Ijut no nn'ml)er shall 
receive any additional per diem or salary as an otticer of the lioard. The 
board shall alloAy and pay the secretary such reasonalile salary as will 
be a fair compensation for the duties performed. 

8. It shall be the duty of this board to plan a course of reading from 
year to year, to be pursued by the public school teachers of Indiana, to 
provide for examination on the said course and to prepare questions for 
the same; to issue certificates to such teachers as pass the exandnation 
satisfactorily, and to issue diplomas to such teachers as pass the exami- 
nations in four successive years satisfactorily. 

It shall also be the duty of this board to i)lan a course of reading, 
from year to year, to be pursued Ijy the pupils in the public schools in 
Indiana, and to make such rules and regulations as to exannnations. cer- 
tificates and diplomas, in the young i)eoi)le's reading circle, as the board 
may deem desirable and practicable. 

It shall be the further duty of this board to select tlie bool<s to lie read 
in such teachers' and young peoples courses; to make the most favorable 
terras with the publishers as to prices of such books to membi-rs of tlie 
two reading circles, and to provide a plan for a convenient and inexiiens- 
ive distribution of the books to the teachers and pupils. 

9. At each annual meeting of the state teachers' association, this 
board shall make a report of the receipts and disliursements for the year 
just closing and of such other items as in its judgnu'nt sli.ill be of interest 
to the association, or as the association may from time to lime re(iuest. 
At each annual meeting of the association, an .inditing committee shall 
be appointed for the coming year, to audit the l)ooks and accounts of the 
reading circle board. At each meeting of the association, the report of 
tliis auditing committee shall be appended to the rei)ort of the board of 
directors and shall l)e a part of the rei)ort of that l>oard to the state 
teachers' association. 

10. This constitution, ndi's and regnlations may l)e ;i mended, revised, 
or anmilled l)y a majority vote at any annmU meeting of llie Indian.-i state 
teachers' association. 



IX. Associations and Institutes. 



A. ASSOCIATIONS. 

1. STATE TEACTIERS' ASSOCIATIOT.v'. 

a. lIISTOiilCAL SKETCH. 

Picp.'iit'd liy A. C. Shortridge, W. A. Bell, AV. E. Henry. Committee ap- 
pointed liy State Teachers' Association. December, 1903. 

In accordance with resolntions previunsly passed by teachers' 
meetings hehl at Shelbyville and Salem, a circular Avas issued 
for the purpose of calling' a "convention of practical teachers" with 
a view to the organization of a permanent ''state teachers' associa- 
tion." 

This circular was signed by the following persons : 

Caleb Mills, E. P. Cole, B. L. Lang, O. J. Wilson, G. W. Hoss, 
Chas. Barnes, John Cooper, M. M. C. Hobbs, Rufus Patch, T. 
Tayloi-, J. Bright, Cyrus A^utt, James G. May, B. T. Hoyt, 
Lewis A. Estes, J. S. Ferris, R. B. Abbott, Geo. A. Chase, Silas 
Baily. 

In pursuance of the above call a con^■ention was held in Indian- 
apolis, December 25, 1854. 

The first president was Rev. Wm. M. Daily, president of the 
state university. 

The first constitution, which has never been materially changed, 
was pre])ared by Prof, (^aleb ^lills, then state superintendent of 
public instruction. 

The preamble to this constitution is wortli remembering. It 
reads : 

As harmony and concert of action are highly necessary for the thor- 
ough and entire accomplishment of any important pm'pose; and believing 
that it is especially so in the department of education, we. the mider- 
signed, as a means of elevating the profession of teaching, and of pro- 
moting the interests of schools in Indiana, associate ourselves together 
under the following constitution. 



(133) 



134 EDUCATION IN INDIANA. 

The addresses at this first meeting were as follows: . 

"rni])ortance of civil polity as a branch of common school educa- 
tion," bv Prof. Daniel Road, of the state university; "Graded 
schools," by Pr. A. T). LihmI, of Columbus, Ohio, editor of the 
Educational ^Monthly; "l)i";n\iiiii- in schools," by Prof. J. Brain- 
ard, of Cleveland, Ohio ; "Use of the P)ible in schools," by Dr. 
R. J. Breckenridge, of Kentucky, author of the public school sys- 
tem of Kentucky ; "Female education," by Hon. E. D. Mansfield, 
of Ohio; and tiie princi]ial address of tlie session was on "The 
duty of the state to provide for and control the education of 
youth," by Hon. Horace Mann, then president of Antioch College, 
of Yellow Springs, Ohio. 

The record shows tliat Calvin Cutter, of Massachusetts, was 
present, but it does not show that he made an address. It will be 
remembered that Calvin Cutter was the author of one of the first 
if not the first public school physiology ever published. 

In addition to the above addresses the association considered 
the following: 

The supreme court had, a short time before this, rendered a 
decision to the effect that local taxation for the payment of teach- 
ers in the district schools was illegal. The supreme court, in 1R57, 
made a similar decision in regard to incorporated towns and cities. 
This made it impossible to keep the public schools open more than 
from two tr» four months in the year. This was a vital matter with 
tlie teachers and it was one of the live topics in every association 
for several years. 

After discussion a committee was appointed in regard to the 
establishment of an educafional jonrnal witli IMr. E. P. Cole as 
chain nan. 

A resolution was adopted fa\'oring the addition of liistoiw, 
]1hysio^og^', political and moral science, to tlie cni'ricnlnni of com- 
mon school stndies. It was 

Resolved. Tlial the iiieiiil»ei-s of this assochition will exert their utmost 
efforts to have the Bi1)le introdneerl ns a render or class hook into every 
school in the state, in Avhich it is not thus used already. 

Resolved. That Ave I'ecomniend to the le.irislntni'e of this stale (o ci-e:ite 
the office of circuit sui)erintendent of imblic inslruclion, and 1o nial<e il 
one of the duties of 1liat offico- to liold ;i series (if Icmi-Ium's' instihites 
(hiring- each rear, in liis circiiil. 



EDUCATION IN INDIANA. 135 

Resolved, That in case such action is not talvcn by our next legishiture, 
we hereby instruct our executive committee to liold institutes in different 
parts of tlie state in tlie name of tliis association. 

Resolved, That we, as teachers, Avill use all our efforts let organize 
county associations in our respective comities and report our progress 
at the next meeting of our state association. 

Resolved. That the delegates present, as far as practicable, appoint a 
committee of one, whose duty it shall be to rei)ort the condition and 
character of the public schools in his county at the next meeting of this 
association. 

Resolved, That a connnittee of three be appointed to investigate the 
claims of the phonetic method of spelling . . . and give their views 
of the propriety of introducing it into the common schools of the state. 

Resolved, That this association recommend to the county examiners, 
throughout the state, to observe strictly the provisions of our school laAV 
in licensing teachers; or if any case be found in which circumstances 
seem to demand the licensing of teachers of defective qualifications for • 
a short time, the examiner should inform such teacher that he will not 
receive a second license until the requisitions of the law shall be fidly 
satisfied. 

Resolved, unanimously. As the opinion of this association that the tax 
for school libraries ought to be continued for another period of three years, 
as a great instrumentality of popular education. 

These resolutions were not reported by a resolution committee, 
and adopted as a whole, but were introduced from session to session 
nnd discussed separately. 

It will be seen from the above that many subjects vital to the 
welfare of the schools of the state were considered in this first 
meeting; of the association, and they indicate the general purpose 
of the organization. 

Among the charter members were many who continued for 
years to exercise a large influence in shaping the educational 
forces of the state. Among the more conspicuous of these are 
Cyrus T^utt, then of Centerville, but afterward for many years 
president of the state university; B. T. Hoyt, then of Lawrence- 
burg, afterward professor in Asbury, now DePauw, university ; 
James G. jMay, of ISTew Albany, who continued in active work till 
he was the oldest teacher in the state; Chas. Barnes, for many 
years superintendent of the Madison schools: Rufus Patch, for 
many years principal of the Ontario academy in Lagrange county ; 
E. P. Cole, then of Indianapolis, but afterwards of Bloomington ; 
^files J. Fletcher, afterward superintendent of public instruction ; 
John B, Dillon, Indiana's most noted historian; Geo. W. Hoss, 



136 EDUCATTON IN INDIANA. 

afterwarcl state superintendent and professor in tlie state uni- 
versity, and for many years editor of Indiana School Tonrnal ; 
Caleb Mills, the second state superintendent of public instruction, 
for many years connected with Wabash college, but always in- 
terested in the public schools; Geo. A. Chase, superintendent 
of the Rushville schools, who was the first secretary of the state 
association ; W. D. TTenkle, the second editor of the Indiana 
School Tonrnal, and afterward state school commissioner of Ohio; 
IMoses C. Stephens, of Richmond, for many years professor of 
mathematics in Purdue nniversity ; Tohn Cooper, then of Dublin, 
but afterward snperintendent of the schools at Kichmond and 
later of Evansville; and A. C. Shortridge, then of Milton, but 
afterward for many years superintendent of the Indianapolis 
schools and later president of Purdne nniversity. 

Out of the 17^ charter members, now at the end of fifty years, 
only four of them are living, so far as the committee can learn, 
viz. : Hoss, Stevens, Cooper and Shortridfjo. 

It will be noticed that the enrollment of this associatiou reached 
lY'"^, which was a larger per cent, of the teachers at that time than 
is an attendance of 1,000 of the teachers now employed in the 
state, and this in face of the fact that at that time but few rail- 
roads entered Indianapolis. 

The second meetiuir of the association was held at Madison, 
December 2f), 27, 28, 1855. At this meeting the committee ap- 
pointed at the previons meeting reported in favor of establishing 
an educational journal, and after discussiou it was 

Rpsolverl. That this nssocintion will pnhlish an oduontiniinl jonrnal, 
similar in sizo and typocrrnphienl pxocntion to tho Ohio .Tonrnal of Ednon- 
tion, that this joiu-nal bo oondnc'tod by nine oditors appointed by this 
assofiation, one of whom shall be styled the resident editor, and thnl the 
.lonnial shall be fm-nished to snbseribers at one dollnr per annum. 

Ceo. P). Stoue, superintendent of the Indianapolis schools, was 
annointod resident editor. "i\Tombers of the association prei=ient 
subscribed for 425 copies, and the first issue appeared the follow- 
ine* month, January, 185fi. For several years the association 
continued to appoint editors and stand respousible for the finances 
of the irmrual. 



EDUCATION IN INDIANA. 137 

At this meeting on motion of Moses C Stevens it was 

Resolved, That we, as teachers, believing the use of tobacco in all its 
forms to be unnecessary and injurious, will exert our influence to restrain 
its use by every laudable effort. 

The resolution was discussed and passed with enthnsiasm. T)r. 
Daily, who was presiding, listened to tlie discussion and put the 
motion without hesitation, but continuod chewing and spitting 
as though nothing had happened. 

At this meeting a committee was appointed to memorialize the 
next legislature to provide means to sustain a competent corps of 
instruct(U's to assist the state superintendent in conducting teach- 
ers' institutes for at least six months annually ; and also to consider 
the propriety and wisdom of making provision for the establish- 
ment of at least two normal schools. 

In August of this same year a semi-annual meeting of the 
association was held at Lafayette, at which resolutions were passed 
in favoi- of longer school terms, more frequent county institutes, 
higher standards for teachers, and a state agent was appointed to 
canvass for the scliool journal. 

At the meeting of 1857 committees were appointed for each 
congressional district, whose duty it was to conduct teachers' insti- 
tutes. 

These specilic citations indicate clearly the scope of the work 
of the association. Its work may be classed largely under four 
heads : ( 1 ) To create a better public sentiment in regard to public 
schools; [2) To suggest and intiuence school legislation; (3) To 
secure higher standards for teachers and better methods of teach- 
ing; (4) To extend the length of the school term. Working along 
these lines the association has accomplished wonders. In 1867 the 
same law that had been declared unconstitutional by the supreme 
court in 1854-7 — the law giving the people the right to levy local 
taxes for tuition purposes — was re-enacted, and so great had been 
the change in public sentiment in ten years, that the constitution- 
ality of this enactment was not tested for eighteen years and then 
it was declared constitutional. 

Largely through the influence brought to bear by this association 
the legislature of 1865 enacted laws adding physiology and U. S. 
history to the legal conunon school branches; extending the powers 
and duties of the school examiner; uiaking the legal age for a 



138 EDUCATION IN INDIANA. 

child to enter school six instead of five years; making the hohling 
of county teachers' institutes obligatory upon examiners. 

At this session also the school law was amended by the addition 
of this clause: "The Bible shall not be excluded from the public 
schools of the state." 

It will be remembered that the first meeting of the association 
passed a resolution in regard to the teaching of the Bible, and an 
exnmiiuirion of the records will show that down to the present 
time there has scarcely been a session held in which Bible and 
Christian teaching has not been commended in some form. And 
the record shows no instance in which one word has ever been 
spoken against such teaching. This ought to be conclusive proof 
that those who denounce the public schools as "Godless" belong 
io that class who cannot distinguish between religious and dog- 
matic teaching, and that their statements are lihelous. 

The fight for a state normal school, begun in the second meeting 
of the association, Avas ke})t up until the year 1805, when the 
normal school bill became a law. This legislation was hastened be- 
cause of the fact that the chairman of the executive committee of 
this association, A. ( '. Shortridge, induced Gov. O. P. Morton to 
make an address before the association and to recommend in his 
message to the legislature the establishment of a normal school. 
The governor read to Mr. Shortridge tlnit part of his message 
which referred to the normal school question and asked for sugges- 
tions. It was furthei' aifled because a mend3er of this association, 
lion. B. E. Bliodes, of ^^'nn^llion county, was a member of the 
legislature and was its chief su]>])orter. 

Xext to the hiw pei'uiitting locnl t;!xation the county superin- 
tendeiiey hiw wiis the most ini]Hii-i;ini piece of school legislation 
ever achieve. I in tlie stiit(>. It did more to integrate, nnify, 
and ele\'ate the c<iiinty schools than any other one hiw. This hnv 
was enacted in 1n7-"1 and was tlu! direct ontgrowth of the work of 
this association to eh'vate the stan(hird of teachers and to make 
better the disl rid schoids. 

As will be seen from ilie ahox'e, that years bofor(> the state made 
any ]>rovision for t,he holding' of township associations oi' connty 
institutes, this association uriicil ihc Indding of sn(di meeting 
vohintarily and often ap|)ointed committees to look after the work. 
In \\\\< WAV thonsainls of teacdiers were i-ea(die(l and li(di»eih 



EDUCATION IN INDIANA. 139 

In 1865 this association a})p()inte(.l John M. Olcott to hold a 
state institute. It was hekl at Knightstown, and continued three 
weeks, with an cnrolhnent of 131. In each of the years 1866, 
1867, 1868, four state institutes were hekl in the four quarters of 
the state. These were under the management of a conmiittee 
appointed by this association. Able instructors were brought from 
other states and the work was of a high order. It can readily be 
seen that, under the then existing conditions, tins work was of 
great value. 

In the early history of this state and for many years after the 
organization of this association no provision whatever was made 
for the education of the negroes. The subject was frequently 
brought forw^ard in the association and always aroused animated 
discussion. On one occasion a member introduced a res(jlution 
favoring the education of the negro, and the president (James G. 
May) refused to entertain the motion. An appeal being taken to 
the association and a majority deciding against the president he 
vacated the chair rather than put the motion, and did not resume it 
till that question was disposed of. 

Among the agencies for the improvement of teachers in the state 
is the teachers' reading circle. This originated in this association 
and is still controlled exclusively by it without the help of state 
aid. The resolution under which the reading circle was organized 
was introdnced by W. A. Bell in December, 1883, and the reading 
circle board was organized and began its work the following year. 
This has been, from the beginning, the most successful teachers' 
reading circle in the United States and has been the means of cir- 
culating among the teachers thousands of good books every year. 
The amount of good this agency has done in the last twenty years 
can hardly be estimated. 

Another child of this association is the young people's reading 
circle. It came as tlie result of a paper read before the association 
by Prof. Joseph Carhart, in December, 1877, and it began its 
work the following year. It is under the control of tlie teachers' 
reading circle board and has been managed in such a way as to be 
a great success from the start. It is supplemental in a way to the 
legally constituted common-school system, l)nt this does not dimin- 
ish in any degree its ]>ower for good. Thrr»ngh this agency good 



140 EDUCATION IN INDIANA. 

books by the hundred thousand go into the hands of children and 
their homes every year. 

In these later years the association has greatly increased its 
scope and its influence hy ])ri)\ idiiig foi' diii'erent sections to occupy 
a part of the time. These sections are the high school, primary, 
classical, English, mathematical, musical, elocution, county super- 
intendents, etc. In these sections the special needs of the various 
departments of work can be considered and the main association 
can give its time to the discussion of the larger more general 
educational problems. 

Of conrse it is not claimed that this association has l)een the 
exclusive agency in l)ringing alxiut all the educational reforms 
named above, l)iit it is claimed that it inangnratcil many of them 
and has hel])ed iii all of them. 

This closes its fiftieth year's work, and it has reason to be proud 
of what it has accom])lished. We can all rest assured that in the 
future, as in the past, it will strive for what is the highest and best. 

Below we give the names of the various presidents of the asso- 
ciation, with the dates of tlieii- service: 

Wni. M. Daily.. 1854 Jas. H. Smart 1873 

Will. M. Daily 1855 Wm. A. Jones 1874 

Chas. Barnes 1856 (ieo. P. IJrown 1875 

James G. "Slay 1857 Wm. 11. Wiley 1876 

IJarnabas (\ ilobbs 1858 J. H. Martin 1877 

("ale!) Mills 1859 .lohn .M. Bh)ss 1878 

K. W Cole I860 • J. T. ]\rerrill 1879 

(h'o. A. Irvine 1861 'bihn Cooper 1880 

( yrns Xutt 186:> J I. B. Jacobs 1881 

A. i;. lienlon 1863 Horace 8. Tavbell 1882 

1!. F. IloyI 1864 John S. Irwin 1883 

K. T. I'.rown 18()5 Harvey B. Hill 1884 

(!eo. W. I loss ls(i(; E. E. Smith 1885 

Jos. F. Tut lie 1S67 Cyrns W. ilodgin 1886 

A. C. Shortridge ISCS Fnnna Mont Mcliae 1887 

Joseph Tinghw 18(;<> Lewis II. Jones 1888 

I). Fckley llnnler 1S7(» d. A. /eller 1889 

Alex. M. (h.w 1871 W. W. Parsons 1890 

Wm. A. I](dl 1872 E. B. Bryan 1891 



EDUCATION IN INDIANA. 141 

J. TsT. Study 1892 W. H. Glascock 1899 

L. O. Dale 1893 Eobert I. namiUun 1900 

Joseph Swain 1894 H. B. Brown 1901 

Howard Sandison 1895 C. A. Prossor 1902 

J. F. Scull 1896 Charles A. Van Matre. . .190:5 

K. A. Ogg 1897 Wm. L. Bryan 1904 

F. M. Stalker 1898 



2. SOUTHEEN INDIATiA TEACHERS' ASSOCIATTOX. 

a. HISTORICAL SKETCH. 

The state teachers' association has always contributed largely to 
the interest which keeps alive the professional s]iirit aniono- our 
teachers. But it was observed soon after its organization that 
its influence was not as far-reaching as it should be. In order to 
"bring together, annnally, a large nun doer of teachers who seldom 
attend the sessions of the state association, a number of superin- 
tendents and teachers from the southern part of the state met 
during the session of the state teachers' association" held in 
DecendDcr, 187Y, "and formed a new orgauization, called the 
^Southern Indiana teachers' association.' " The attendance in 
1902 was about 2,000. 

I>. PROGRAM. 

Program Bloojiixgton Meeting, April 3, I and 5, 1902. 

GENERAL ASSOCIATION. 

Thursday, April .3, 8 p. m. 

Greetings— (a) From the city of Bloomington. 

(b) From the i^ublic schools. 

(c) From the university of Indiana. 

Response — Charles A. Prosser, superintendent schools. New Albany. 

Address— Retiring president. C. N. Peake, superintendent schools. Prince- 
ton. 

Inaugural Address— President J. H. Tomlin, superintendent schools. Shel- 
byville. 

Business— Appointment of committees, etc. 

Social Function— General reception to teachers l)y the women's council 
of the citv of Bloomington. 



142 EDUCATION IN INDIANA. 

Program State Teachers' Association, December 26-28, 1901. 
general association — house of kepitesentatives. 

'riiursdiiy, Dc'ceniber 26. 8 p. m. 

Invocation- Tlif Kcv. II. ('. Meserve. jiastor Plyniouth clmreli. 
Music— Violin scilo. I'rof. Fred Noble. 

Address -Retiring;- president, vSupt. R. I. Hamilton. Iluntington. 
Inaugural Address— ".The Responsibilities of the Educator," President H. 

B. Brown, Valparaiso. 
Music— Vocal solo, Miss Eltie C. Ilessin. 
Business — Appointment of connnittecs and miscellaneous business. 

Frid:i.v. I>eci'm))er 27, 8:oO a. m. 

Invocation— The Rev. .loshna Stausfield, Pastor Meridian-street M. E. 

church. 
Music— Piano solo. Miss Olive Kilijore. 
Symposium— "What Shall be Indiana's Next Steps in ICducationV 

a. As to "Ideals and Processes," Prof Howard Sandison; 2(i minutes. 

b. As to "Reforms," Prof. Amos W. Butler: 2(1 minutes. 

c. As to "School Economy." Supt. F. L. .b)nes: 20 minutes. 

d. As to "Supervision." Supt. ("lias. A. A'an Alatre; 20 minutes. 

e. As to "Manual Training," Supt. R. 1. Hamilton; 2U minutes. 

f. As to "The Training of Teachers," Supt. D. M. Geeting; 20 minutes. 
Discussion of the views pres(>nted in the Symposium. Prof W. W. 

Parsons; 2() minutes. 
Address— "Education Tln-ough Sell-activity,'' .Mrs. (). I'. Kinsey. Val- 
paraiso college. 

Friday. December 27. 2 ii. m. 

Music— Vocal solo, Miss Ettie C. Ilessin. 
Selection— By Mrs. C. W. Boucher. 

Lecture— "Some Foundation Stones of Education. "' Pi'ot. K. P. Ilalleck, 
princii)al nnile liigli school, Louisville. Ky. 

"Th(> Function of the '['raining Sclmo!." Miss .Vnn;\ ■["i-ueblood, slate 
normal training school. 
Discussion— Mrs. Elizabeth O. Copelinid. .M;irion normal college: .\li-s. 10. 

E. Olcott, r>an\ille normal college. (Jenerai discussion. 
Lecture— "Liipiid Aii-. Its Fses .-ind Possibilities." Prof. 11. it. Tlie.irle. 

Note— Prof. II. B. TJiearh^ will come prepared witli apparatus and will 
maJvc li(inid air, whicii ilie audience will be allowed to ex:iinine. I )r 
(Jlenn, of (Jeorgia, says llial FroC. 'I'hearle's work is wonderful and will 
be highly valuable lo the ediicalor. 

Friday. December 27. S ]i. m. 

Music— Piano solo, Miss Olive Kilgore. 
N'iolin solo. Prof. I'l'ed Noble. 
.\ddress .\nnual iiddress, "I'ads," Supt !■'. Louis Soldan. Si. Louis, Mo. 



EDUCATION IN INDIANA. 143 

Friday. April 4, 9. a. lu. 

Invocation— Rt'v. T. J. Claris, pastor KirlvAvood-aveniie Cliristian L-liurcli. 

Address— "Thiiildng in Things and in Symbols," Dr. Nathan C. Schaeffer, 
Harrisburg. I'a. 

Paper— "Education by Ucciipation," Dr. W. L. Bryan, university of In- 
diana. 

Discussion— Principal K. F. Taylor, colored high school. .Jeft'ersonville. 

Indiana as the State Teachers' Association. 

Friday, April 4, 2 p. m. 

Address— "Grades of Thinking and Thinking in the Grades," Dr. Schaeffer. 
Address— "Modernizing the Course of Study." W. A. Hester, superintend- 
ent schools, Evansville. 
Discussion— Prof. F. M. Stalker, state normal school. Ttrre Haute. 
Address— "Art," 'Sir. A. ]M. lirooks, university of Indiana. 

Friday, April 4. 8 p. m. 

Annual Address— "The Central Factor in Education." F. Trendley, Super- 
intendent schools, Youngstov\'n, Ohio. 

Saturday, April 5, 8:30 p. m. 

Invocation— The Kev. C. E. Clough, pastor Baptist cliurch. 
Address— "Does Education PayV" Dr. Schaeffer. 
Report— Committee on revision of constitution. 
Business— Miscellaneous. 

^ PRIMARY SECTION — WYLIE HALL, SECOND FLOOR (ROOM 36). 

April 4. '2 p. m. 
This work does n(»t come to hand in time for publication. 

MUSIC SECTION — WYLIE HALL, SECOND FLOOR (ROOM 86). 

April 5. 8:30 a. m. 

Paper— "Music in the Primary Grades." :\Iiss Ella Duncan. Columbus. 
Paper — "Sense and Nonsense, in ISIusic Teaching." Arthur Mason. Co 

lumbus. 
Discussions— (a) "Tone." Mr. Ridgeway Gebhart. New All)any. 

())) "Individual Work." Mr. J. M. Black. Washington. 
Music — Vocal and instrumental, will lie interspersi'd through the work of 

the session. 

ART SECTION. 

Exhibit in woman's gynniasium, open Friday and Saturday. Work in 
connection with this to lie arranaed. 



144 EDIUWTION IN IXDIAXA. 

HIGH SCHOOL SECTION — WYLIE HALL — SECOND FLOOR (ROOM 86). 

I'lMdny. Ai)ril -I. U m. hi. 

PaptT — "Geiiornl SiMMiiuliiry Scliool rnililciiis."' AN'. S. Rowe. siiiKTiiitcnd- 

eiit of schools, ("oiinersvillc. 
Discussion— A. O. Nciil, princii);!! Iii.uli school, l-'ninklin; Lotus 1). ("ofl'- 

man, principal hi.iih school, Salcni. 
Paper — "The High School l*rincipal and His Work." Edwai'd (i. Bauuian. 

principal high school, Mt. A^ernon. 
Discussion— S. H. Hall, I'orden college, Borden. 
Papei'— "Some Phases of High School English Conijiosilion Work." A. W. 

Senior, department of English, university of Indiana. 
Discussion— O. H. Greist, department of English. I'.cdford high school: 

Clara Fiudv. department of English, Jeffersonvillc high school. 
(Jeneral discussion and miscellaneous business. 

.1. H. TOMLIN, President. 

FANNIE WATTS, Secretniy. 

W. D. KERLIN. Treasui( r. 

.1. K. r>E(T\. ("hairniau E.xecutive ('ouiniittcc. 

3. NOETHEEN INDIANA TEAOHEKS' ASSOCIATION. 

<i. IIISTOKICAI. SKETCH. 

Ill oi'dcr 1(1 acciMii]>lisli tlio same results in iiortlicni Iiidiaiia tlial 
. tli(! soiitlicni association accomplished in the sontliern part of 
the state, an oro-anization boarin_2,' the al)o\'e name was effected 
at Island Park ( If. .me Oity, Ind. ), July !), 188:5. 

This association has enrolled lariic numbers of teacliers each 
year, hriniiiiiii' tnocther teachers from all iirades of school w(»rk. 
The attendance in A])ril, 1002, was about 0,000. 

h. PROGRAM. 

PROOIi.AM OF THE SoUTII BeNH MeFTIXO. 1002. 
(lENERAL ASSOCIATION — STUDEBAKER Ai:i)ITORIUM. 

Thursday, .\pril :!. '2:'.'M ]i. in. 
Music. 
Invocation. 
Music. 

Address of Wclcoinc en On hchaif of the city. lion. Scjiuylci' Cnltax. 

mayor city of South Bend. (In ( »n licii.ilt of the scl Is. lion. .lolin 

B. Stoll. i»resident Soiilli P.eiid lio.-ird of cdnc-ilion. 
Res])onse- Suj.t. .1. W . Carr, Anderson, hid. 

Address of Retiring Prcsideni - Snpt. .1. W. 1 l,i millon. .Monlicclio, Ind. 
President's Inangnral .\ddi-ess Snpt. .\. II, Dongiass. Loganspoft. Ind. 
Music. 

Miscellancons Inisincss and .•mnouncenients. 
.\pl)oiMt inent of conimil tees. 
Adjournment. 



EDUrATTOX TN INDIANA. 145 

TliiirsdM.v, April 3. S p. m. 

Illustrated r>('cturc '•riiysical History of a World," :\rr. Jacques W. 

Kodway. 
Music. 
AnuoiuicciHcnts and ad.jouriiincnt. 

Friday, April 4, !) a. in. 
Music. 
Invocation. 
Music. 
Address— "Some Traditions and Conunon P^ri-ors in (Teosraitliy." Mr. 

Jacques Redway. 
Intermission. 

Physical culture drill l)y pupils troni South I'.end. 
Address— "Education and Democracy," ^Nlr. Charh's Znehlin. 
Report of committei' on division. Committee: T. A. Mott. Richmond; 

W. R. Snyder, Muncic: W. (". Rellman. Hammond: J. N. Study, P't. 

Wayne; C. W. Benton, Indianapolis: W. A. Millis. ("rawfoi-dsville: P>. 

F. Moore. Marion: Wm. Clem, South Bend. 
Annotmceinents and ad.jouriunent. 

IN THE AUDITORIUM. 

I'^riday lOveniny. A]iril 4. S o'clocis. 

Music. 

Lecture — "American Painters and Sctdi)tors of Today." Mr. Lorado Taft 
AVith this lecture are exhiliited 120 beautiful illustrations of repre- 
sentative works of American jia inters and sculptors. 
Announcements and adjoui'nment. 

IN THE AUDITORIUM ANNEX. 

Music. 

Lecture — "Public Schools."' illustrated by stereoiiticon, l)y Mr. Charles 

Zueblin. 

This lecture gives views of school equipments, decorations, and classes 
at work in kindergarten, nature study, manual training, domestic science, 
vacation schools, commercial work, recreations and atldetics. 
Announcements and adjoiu-nment. 

Saturday Morning. April 5, b o'l'lock. 
Music. 
Invocation. 
Music. 

Address — "Rivers and the Lessons They Teach." 'Slv. .laeipies W. Redway. 
Music. 

Address — "Social Organization," Mr. Charles Zuelilin. 
Reports of committees and election of officers. 
Miscellaneous and .-idjonrnment. 

IC— Education. 



14f) E DUCAT I OX IN IX DIANA. 

SECTIONAL MEETI NGS. 

(IKADt TEACHEKS' SECTIO>^— FIKST PKESHYTEKIAN CIirRCll. 

Friday Afternoon. April 4. 1* o'clock. 

Adilrt'ss— •■("ultiirc," Mr. Charles Zncldiii. 

Music. 

Address— '■Es.seiitials in I'rimary Geograpliy," Mr. Jaciiucs W. Kcdwny. 

Election of officers and miscellaneous Inisiness. 

<». I.. WOOLEY, Ft. Wayne. Fresident. 
.1. IJ. A\'HFrELY. Greeutield. Secretary. 

HIGH SCHOOL SECTION — FIRST METHODIST CHCKCH. 

Friday. April 4. 1' p. ni. 
Music. 

Appointment of committees. 

Address~"Some Tendencies in Secondary Education." Geor.c'e H. Locke, 
A. M.. assjsl;int professor of education Cliicayo university, and editor 
of School Iteview. 
Music. 
"Status of IMiysical Cullure in Secondai'v S<4iools." I. X. Wan-en. I>aporte, 

Ind. 
Paper— J. i;. Feai-cy. Anderson. Ind. 
JMiscellaneous business and (4ectioii of othcers. 

Innnedialely upon llie conclusion of tlie aliove program tlie section will 
take up a round l.ihle (liscussion of such topic-s as may be in-esented liy 
its members. 

J. Z. A. McCAUGHN, President. Kokonio, Ind. 
S. C. HANSON. Ch. Ex. Com., Williamsport, Ind. 
CATHARINE BLYNN. Ft. Wayne. Ind. 

AKT SECTION — STUDEBAKEK AUDITORIUM. 

Friday. .\ piil 4. "_' ]). m. 
Music. 

Lecture "A Glimpse of a Sculptor's Studio," or "How Status's Are Madt'." 
Mr. i.orado 'i'aft. 

This lecture is illuslrated fully at each stc]) by the actual ]irocess upcui 
tlie sta-e. 

I';ieclion of otlicei's .-lud nnscellaneons business. 
.\ nn(Uincements and ;idjoui'nment. 

There will be exhibited at the Central hiuli scliool liuildiui;- a collection 
of drawin.us from the jinblic schools of v.-uions towns and cities in 
nortlcrn Indi.'ina. There will also be an exliibil of (4ass work from the 
Chica.iio art insl it ute. 

E\'E]-V.\ K. DkCFW. I'res., linnlin-lon. Ind. 
.loSFI'I! sri.I.n'A.X, Sec, Connersville, lud. 



EDUCATION IN INDIANA. 147 

COUNTRY AND VILLAGE SECTION — FIRST BAPTIST CHURCH. 

Friday, April 4. 2 p. in. 

Music. 

"Uses and Abuses of Texts," Mr. B. A. Wiiuians. Berne. Ind. 

Address— "Nature Study in Country Schools," Supt. W. H. Hershman, 

Hammond, Ind. 
Paper— "Rewards as a lUsciplinary Measure." Supt. AV. S. Gibbons, Ful 

ton county. Ind. 
Music. 
Paper -"Religious Wcn-sliip in Public Schools," Mr. Carl Beard, Oakford. 

Ind. 
Report of committees and election of officers. 
Announcements and adjournment. 

The executive committee invites general discussion on each topic. 

ELBERT LANGLEY, President, Center, Ind. 
SUPT. GEO. W. WORLEY, Ch. Ex. Com., Warsaw. 
MARIE KELLY, Secretary, Mnmcie, Ind. 

MUSIC SECTION — LECTURE ROOil B'IRST METHODIST CHURCH. 

Friday. April 4. 2 p. m. 

Music. 

Appointment of committees and miscellaneous business. 

Paper— "Is it Practical to ]\Iake Independent Readers of Children in the 

First Four Years of School?'' ^^'m. Niles, Ft. Wayne. 
Discussion— Dessa Kilander, Winamae. 
Music. 
Report of committees and election of officers. 

On the completion of the above program the section will take up the 
following: 

Questions:! for Round Table Discussion. 

1. How much general culture outside his immediate specialty should 
the director in music have? How much special training? 

2. Should the director of music, any more than the regular teacher, 
be absent from meetings when matters of method and discipline are under 
consideration? 

3. When parents and the director of music disagree as to what part 
the child should sing, ^^ hat is the proper course to pursue? 

4. Should the room teacher be allowed to employ a teacher to instruct 
her pupils in music? 

5. What is to be done with a pupil who absolutely can not sing, if 
there be such? 

(>. The rhythmic element and its development in child-life. 

7. Cause and cures for singing "off pitcli." 

S. Should jiatriotic songs be sung while pupils are seated? 



148 EDUCATION IN INDIANA. 

9. A practical lesson on some music prol)lems suggested by members 
of the music section. 

Note.— Supervisors are invited to write and to liand tlie president of 
the music section the problem they wish to have demonstrated and clioice 
will be made from the suggestions offered. 

L. M. TILSON, I'resident. Lebanon. 

WILL EARHART. Ch. Ex. ("om.. Richmond. 

Headquarters — Auditorium Annex, 207 South Michigan Street. 

The annex will 1)e open at all hours to all members of the association 
and their friends. Make this your downtown Ikiiiic during the association. 

Offices: Room 1, treasurer; Room 2, executive committee: Room .">. 
local committee. 

Baggage will lie checked at the oltici^ of the local committee, where 
porters and guides will be in waiting. 

Officers. 

I'resident— A. H. Douglas, Logansport. 

Vice-President— Alexander Thompson, Marion. 

Secretary— Miss Margaret Porch. Anderson. 

Treasurer— W. A. Mills, Crawfordsville. 

R. R. Secretary— T. A. Mott, Richmond. 

("hail-man Business Committee— Calvin ^b)on. Soinli I'.cnd. 

President Grade Section— O. S. Wooley. Ft. Wayne. 

President High School Section— J. Z. A. McCauglm. Kokonio. 

President County and Village Section— Elbert Langley, Center. 

President Music Section— L. M. Tilson, Lebanon. 

President Art Section— Miss Evelyn DeCew, Hiuitington. 

President Penmanship Section— .T. TT. Bachtenkirclier. Lafayette. 

Executive committee— John A. \\'o()d. cliairman, Laporte: H. C. Hei- 
ronlmus, Richmond: '1'. E. Kinzie. Indianapolis: W. E. Erviii. Muncie: 
L)ani(>l Freeman. Crawfordsville; Edward Ayres. Lafayette; L. T. Turpin, 
Kokomo; D. A. Landiriglit, Kendallville: Walter Dunn. Knox. 

Local business committee— William Clem. Soutli Bend; Charles H. 
Bartlett, South Bend; John H. Rlttinger. New Carlisle: Essie P.. Dakin, 
South Bend: Sarali E. Kirliy. Sontli Bend: Ludwig S. Fickenscher. River 
Park: .\li(e E. llill. Soutli Bend: Jolni A. Byers. South Bend; Winona 
Dodd. Soutli r.riid; Calvin ^b)on. Cliairman. Soutli Bend. 



4. CITY \N\) ^1H)\VX SUPKRIN^Trr>TDKNTS' 
ASSOCIATTOTsT. 

(I. IIISroRIC.VL SKE'I'CIL BY SCP'l". R. A. OCC. K< )K( >.M( ». IXD. 

hiiriiii:- tlio year 1 SSO n controN'crsv ai'dsc dxcr flic ilistrilml ioii 
>r tlic |iiiltli(' scliodl rcx'cmics. M'lic ('(Hiiilv sii|icriiitc!Hlc!its and 
•llicrs v('|)i-esciil iiiu llic iiiterosts of llic coiiiitv schools lidd lliat 



EDUCATION IN INDIANA. 149 

the method of distribntinii' the state's school revenues in propor- 
tion to the enumeration of children of school age discriminated 
against the country, because the enumeration in cities was not 
accurately taken. They charged that in some cities the lists were 
deliberately padded by the enumerators to increase their pay for 
taking the enumeration. The question assumed such proportions 
that it became evident that wisdom must be used to prevent an 
injury to the school interests of the state. 

Prompted by a desire to aid in the solution of the problem, at 
the meeting of the state teachers' association in 1880, a few of 
the city superintendents met together on December 26th to con- 
sult, and agreed to organize an association of city and town super- 
intendents corresponding to the county superintendents' associa- 
tion. Su})erintendent d. X. Study, of Richmond, presented a 
])lan of organization, which, with sundry modifications, was 
adopted. 

The following officers were then elected : President, L. H. 
Jones, Indianapolis ; vice-president, R. I. Hamilton, Huntington ; 
secretary, P. A. Ogg, Greencastle ; treasurer, -T. T. Merrill, La- 
fayette ; executive committee, J. jST. Study, chairman, Richmond ; 
E. H. Butler, Rushville; W. H. Wiley, Terre Haute; P. P. Stultz, 
Jeffersonville ; W. R. Snyder, Muncie ; Sheridan Cox, Kokomo. 

A second session was held at which a number of other superin- 
tendents were present. Work was assigned to various commit- 
tees, which were to investigate and report at the next meeting. 
Some of these questions were : Is the school enumeration less 
honestly taken in the city than in the country ? Is there any 
reason in the nature of things why the ratio of children of school 
age to the census should differ in the city and country ? Are 
there any reasons ^\'hy city schools should naturally show a smaller 
enrollment upon enumeration than the country schools '( Relative 
cost per capita per day in city and country ? 

On Xovend^er 20, ISIM), the second meeting w^as held and the 
reports on the various ([ucstions were heard and discussed. It 
was felt as a result of the investigation that the system of distri- 
bution of revenues was not unjust to any interest of either country 
or city, if honestly administered, and it was agreed that the asso- 
ciation shonld labor to secure such aniendnients to the law as 
would insure equity. 



150 EDUCATION IN INDIANA. 

Tlic question at issue Ix'twccu cniniti'v and city was i>ive]i formal 
consideration at the folldwini:' meeting of the state teachers' asso- 
ciation by a disenssion of its merits on tlie one si(h' bv tlie state 
snperintendent and two county su])erintendeiits, and on the other 
by three city sn])erintendents. The resnh was a hiw recjuiring 
a rigid system of ennmeration, and wdiat threatened to divide tlie 
e<lncational forces of the state, resnlted in bringing them into 
greater unity and better understanding. 

This controversy having l)een happily settled, the association 
began its legitimate work of discussing topics of general interest 
to the city and town schools. At the meeting on Novendjcr 12, 
18U1, ''Afethods of Promotion,'' ''The Uniformity of Commis- 
sioned High Schools," "The Superintendent's Term of Office," 
etc., were discussed. The records show that for two years the 
leading questions considered by the association related to exami- 
nations, promotions and the uniform text-book law. In 1893 
a departure was made which has prevailed ever since, viz., that 
of appointing committees to make certain investigations and do 
certain work, and report to the following meeting. 

Tliree of these re])orts were presented and discussed in 181)4, 
viz., "Systems of Promotion," by R. A. Ogg; "School Examina- 
tions," by Edward Ayres ; "Hindrances to the Highest Efficiency 
of Town and City Schools," by J. W. Carr. 

The great "Report of the ('ouniiittee of Ten," from the nalioual 
educational association had called out a great interest in the (|ues- 
tion of what should constitute the school curriculum, and on mo- 
tion of Mr. Ayres, the presid.ent, D. W. 'I'homas, of Elkhart, 
a])]X)inted a committee to prepare "a report on a course of study 
for the ])u1)lic schools, said re])ort t(» indicate the principles which 
should underlie such a course of study, and lo contain an outline 
of the work of llie |)ul)lic schools as determine(l by said |)riuci])lcs.'' 
The coiiiiiiiilee was made lo consist of \l. A. Ogg, chairman; W. 
K. Suydei', W. 11. Sims. W. r. Belman, W. P. P.urris. The 
time of the meeting in 1S!»,") was largely occu])ied by the discus- 
sion ol this I'cpoi't. The course as |)fo])ose(l by the committee 
was unanimously approN'ed for trial for one year and the com- 
mittee asked to re])ort at the next meeting such moditicat ions as 
the experience of the superintendents might suggest. .\t the meet- 
ing in ISIM! the coinmiltee i'e|iorled. no chnnges called Inv, and 



EDUCATION IN INDIANA. 151 

after discussion the course Avas adopted without dissent. Super- 
intendent Woody then moved that a committee! of forty, eight for 
each of the five lines of study, grammar, arithmetic, geography, 
reading and history, hv appointed to amplify the work planned by 
the original committee. These vaiious committees reported in 
1807, and after discussion the reports were referred to the chair- 
men of the various conunittees with Superintendent W. 1). Weaver, 
president of the association, as chairman, to unify anil print the 
course as thus developed. 

At the November meeting of 1898 this final report was adopted. 
This discussion of course of study running through four years 
has added largely to the efHci(^ncv of superintendents, the discus- 
sion bringing out the fundamental principles of education. Coup- 
led with this was a fine address at the meeting in 1897 on "The 
Principles That Underlie the Formation of a Course of Study, 
and Which Constitute the Canons of Criticism," by Lewis H. 
Jones, of Cleveland, O., formerly superintendent of Indianapolis 
schools, and the first president of the association. 

At the meeting in 1899 the matter of greatest interest was a 
report on the uniform course of study for high schools, with 
Supt. W. A. Millis as chairman. An excellent report was pre- 
sented and a full discussion was had. The result will be to further 
unify the \\ov\^ in our high schools, though it seems unlikely 
that as large a unity will prevail as in the lower grades becauss 
of the more diverse conditions under which the high schools work. 
The awakened interest in the subject of art in the schools was 
given impetus by two excellent addresses from Dr. W. L. Bryan, 
of the state university, and l^rof. ,T. L. Lowes, of Hanover col- 
lege. 

The meeting of 1900 was characterized by three reports, one 
on "The School in Relation to Institutional Life," by W. H. 
Glascock, Bloomingtr)n, EdAvard Ayres, Lafayette, and M. W. 
Harrison, Wabash; one on "The School as Related to Art," by 
W. R. Snyder, Muncie, and ]\Iarv E. ISTicholson, Indianapolis ; 
and one on "Spelling Book," by W. F. L. Sanders, Connersville. 
The first of these was a printed report. All elicited much interest 
and discussion. The meetings of 1899 and 1900 were character- 
ized by a departure in the way of a dinner on Friday evening, 
at which time a welcome was extended to all new superintendents. 



152 EDUCATION IN INDIANA. 

and tliev were called upon to respond, that tlie association might 
become acquainted with them. In 1900 this occasion was made 
very enj()_yable by a fine address on "Shyloclv/' by Judge W. D. 
li<)])iiis(in of the appellate court. While it is a superintendents' 
association, the friends of tlie colleges and nornuil schools are 
invited, and a number of them attend and participate in the 
discussions. 

At the meeting in November, 1001, the matter of chief interest 
was a printed report on "Course in Nature Study for Common 
Schools.''' This report was presented by Supt. IT. B. Wilson of 
Salem and discussed by Prof. Sherman Davis of Indiana uni- 
versily, who had aided the committee in the preparation of the 
report. IMuch difference of opinion was expressed by the mem- 
bers of tlie association regarding the kind of nature study to be 
done and the method to be employed. A departure which marked 
tlie iK'ginning of a modified order of things was made in having 
an address on "School Boards and Su])erintendents," by William 
George Bruce, editor of the American School Board Journal. The 
significance of tliis may be seen in the following programs which 
provide foi' cci'tain joint sessions of this association and that of 
school Ixiards, the organization of which followed the address of 
J\Ir. Bruce. 

xVnother significant discussion was that which followed a report 
by Su]tt. I. V. Busby of Alexandria upon "Defects of State Text 
Books.'' In view of the fact that the state board was providing 
for a i-cvision of some of the adopted texts, the discussion was 
of \'('i'y great interest. 

At the meeting in November, 1902, a discussion on "The Best 
^lethod of Selecting Teachers and of Determining their Tenure 
of Office" was led by Supt. Kobert L. Hughes of Whiting. 
"Needed School hcgishil ion" was discussed by Supt. R. I. Ham- 
ilton of liiiniington. A printed report on "Additional Normal 
School l'"aci lilies — Necessity and F(^asibility" was made by Supt. 
.1. \V. Carr of Anderson, ('. W. McDaniel of Aladison and K. A. 
Ogg of Kokonio. The I'eport was fully discussed and indorsed 
by the association. Al the joint meeting of superintendents and 
school boards, W. II. Andei-suu nf W'nlcish led the discussion on 
"School .lanitoi-s," and lion. Theodnre Shockney of Fnion City 
on "Kelation of the Sniicrintendent to the School Board." 



EDUCATION IN INDIANA. 153 

The meeting' of 190;3 was characterized by a ]n-inted report 
on "School ITeatin<i' and Ventilating," prepared by a joint com- 
mittee of snperintendents and school board membei's with Siipt. 
'1. A. Wood of Laporte as chairman. Under this topic were special 
discnssions led by Dr. J. IST. Hnrty of Indianapolis, W. H. An- 
derson, Wabash, B. F. Moore, Marion, A. M. Sweeney, Indian- 
apolis. The (liscnssion of "A Uniform Card to Record Worl-r of 
High 8('li(M)l Pii])ils Desiring to Enter Other High Schools or 
Colleges," was j^resented by J. Z. A. McCanghan, principal of 
Kokonio high school, and after discussion was referred to a special 
committee to perfect and report a year later. "Defects of City 
Superintendents from the Point of View of Teachers" was dis- 
cussed by Supt. E. L. Hendricks of Delphi, State Superintendent 
F. A. Cotton discussed "The Ideal Superintendent Characterized." 
Two round tables were held at which brief discussions of various 
topics were had "Do Indiana Schools Compare Favorably with 
the Schools of Oflier States" was discussed by Supt. C. !N^. Ken- 
dall of Indianapolis and Supt. F. W. Cooley of Evansville, both 
of whom have of late years come into Indiana from other states. 
They discussed both the features of superiority of the Indiana 
system and the points of weakness. A printed report on "ISTeeded 
Eliminations and Additions to the Course of Study for Indiana 
Schools" showed that history repeats itself and that the important 
question of the course of study still appeals to Indiana superin- 
tendents. The committee which made this report consisted of 
Snpt. C. A. Prosser, IvTew Albany, Supt. W. A. Millis, Craw- 
fordsville, and Supt. T. A. Mott, Richmond, 

It is safe to say that the association of city and to^vn superin- 
tendents is the most distinctively pedagogical organization of 
the state, and since its organization has done more than any other 
to mould the educational sentiment of the state. Its work is 
rather that of a round table, papers seldom being read, and dis- 
cussions being as informal as possible. It is not a meeting for 
pyrotechnics, but for discussion by all who choose to participate. 
It has grown from a small company to an annual gathering of 
over one hnndred from all parts of the state. 



154 EDUCATION IN INDIANA. 

5. COUNTY SUPERIN TEX DENTS' STATE ASSO- 
CIATION. 

a. IIISTOKICAL SKETCH. 

State Superintendent of Public Instruction Milton B. Hopkins 
called the first state nipetinu' of county superintendents. The 
convention assembled in the ]\\ixh scliool hall at Indianapolis, 
July 22, 1873. Erom that time tlic association lias met annually, 
and has been of incalculable service to the state. In the early 
meetings many questions arose as to the duties of the super- 
intendents under the new laws. Eollowing the adjustment of 
tlicso questions the su])orintendonts a<ldrosse(l tliemsolvcs to tlie 
educational questions of the day. Such questions as the followiuii; 
claimed the attention of the first su])erintendents: 

1. The exiunination of teachers. 

2. Visiting schools. 

?>. Township and county institute worlc. 

4. Duties of the county honnl of education, etc. 

A few years later they began the study of such subjects as — 

1. Course of study for the rural schools. 

2. Classiticatiou and gradation. 

3. The graduation of pupils from tlic coninion liranches. 

4. Uniform outline of townsJiip institute woi'k. etc. 

They prepared and had ])riufcd a course of study foi- tlic rural 
schools and outlines of township institute work. The prej^aration 
of these documents was ydaced in the state dcyiartmeut of ]mblic 
instruction, Decciubor, 1804. 

Eor several years the association has Ikhui i)i-('|)ariiiii I he (lues- 
tions for the examination of pupils in Ihc grades and liiuli schools 
of the toAvushi])^ iiiul snudl toAvns. 

Eolhtwing is a ])rogi'ani of llic last niccling of the superin- 
tendents : 

h. ruocuAM. 
To the ('ouiity Suiii'rintcndcnls of Indi.-iiui: 

You arc hcrcliy called lo iiiccl in coiivciUioii on .lunc .".(i and .Inly 1. 
IDO.S. For wiiicji allcndancc you arc allowed ihc regular per diem as pro- 
vided by law. 

^'oins sincerely. 

V. A. COTTON. Slate Supl. 



EDUCATION IN INDIANA. 155 

Olfleers: Siipt. E. E. Kohey, president; Supt. E. C. Crider. secretary; 
►Supt. Claude Rankin, treasurer. Meetings to be lield in tlie supreme 
court room. IIead(juarters at Grand hotel; rates. !|;2.(M> per day. 

Tuesday. 10:30 a. m. 
Devotional exei'cises. 

Address — "The County Institute." Dr. Wni. L. ]'>ryan. i)resident state uni- 
versity. 
Discussion — Dr. W. T. Stott, president Franklin college; Francis M. 
Stalker, associate professor of psychology and methods, state normal 
school. 

Tuesday. L*:00 p. m. 

Reading- Circle Work— A. L. Gary. 

"The Ex-County Superintendent." Ex->5npt. Elmer C. .Terman. Decatur 

county. 
"The New County Superintendent," Supt. .J. ^^^ Dunn. Starke county. 
Address — F. A. Cotton, state superintendent. 

Wednesday, 9:00 a. m. 

"Indiana's Educational Exhil)it at the World's Fair," Senator Fremont 
Goodwine, chairman educational committee, world's fair committee. 

"The Superintendent's Work with Inexperienced Teachers," Supt. C. F. 
Grosjean. Vigo county. 

Visit to T. B. Laycock's factory. 

Wi'dnesday. 2:00 p. m. 
Symposium — 

"The County Superintendent as a Supervisory Otficer" (10 minutes). 

Supt. E. C. Crider, Tippecanoe county. 
"The County Superintendent in Relation to Grading Manuscripts" (10 

minutes), Supt. Samuel L. Scott, Clark county. 
"The County Superintendent in Relation to County Institutes" (10 

minutes), Louis H. Hamilton. Jasper county. 
"The County Superintendent in Relation to Township Institutes" (10 

minutes), Supt. William Clem, St. Joseph county. 
"The County Superintendent in Relation to the People" (10 minutes), 

Supt. W. O. Baker, Morgan county. 
"The County Superintendent in Relation to the Common School Gradu- 
ate" (10 minutes), Supt. Irvin Brandyljerry, Adams county. 
"General Discussion of Special Points in Symposium." F. A. Cotton, 
state superintendent. 
Miscellaneous Business. 
Adjournment. 

6. rOrNTY ASSOC lATTO^TS. 

Kotwitlistaiidiui;' the fjict tliat the attoiidniicc in the state asso- 
eiatioii grew ra])i(ll\-, froui year to year, and enrolled teachers from 
all grades of sehool work, there were a great many prominent edn- 



156 EDUCATION IN INDIANA. 

cators \vli(> helioved that there was yet a larger and still more im- 
portant field for association work in Indiana. In response to this 
general feeling of the need for an annnal meeting that would reach 
all the teacliers in the state, the county teachers' associations were 
organized in the several counties. These associations are the most 
ofRcient agencies in promoting the interests of the rural and vil- 
lage sclicdls. Occurring as they do after the schools have been in 
session, at a time when the teachers really feel the need of ins]»ira- 
tinii ;iii(l liclpfiil suggestions, the county associations exert a greater 
iiitluciu'c in the improvement of teachers than the county insti- 
tutes. I'hc meetings are conducted under efficient supervision, 
witli insti-nctors capable of increasing the range of thought among 
teachers. In many of our counties the annual associations are the 
most lielpful meetings in our system. 

The first associations were instructed largely by home talent, 
lint in recent years the best men in the faculties of our colleges and 
normal schools have been drafted into the work. As a result of this 
change, the professional spirit is growing. Teachers are studying 
educational prol^lems as they never have before. If nothing more 
should come from these meetings than the good from merely get- 
ting away from home for a day or two and making new acquaint- 
ances, the associations are worth much to the profession. But there 
is more tlian the social element and the rest. 



B. INSTITUTES. 



1. COrXTY INSTITUTES. 

a. STATI<:.\rKNT. 

Tlie coiinlv iiistitnte has had an interesting development in 
Indiana ami is at pi'eseni in a transilidii stage. Kducators in t]\o 
stat(> are Avorking at the pfoKlem of improx-ing tlie work, ami it is 
hoped that something may lie done to make the institute at once 
more professional and mofe practical. .\l ]»i-esent the institut(> is 
held in each county ;iniiually for one \V(M'k. Instructors are em- 
])loyed an<l the woi'k takes wide range in topics discuss(Ml. The 
Work is inspirat ional, cidt ni'al, profc^ssidiial and )»ractical. 



EDUCATION IN INDIANA. 157 

b. THE LAW. 

In order to the eiicoiirageinent of teachers' institutes, the county 
auditors of the several counties of this state shall, whenever the 
county superintendent of such county shall file with said auditor 
his ottieial statement, showing that there has been held, for five 
days, a teachers' institute in said county, with an average attend- 
ance of tvrenty-five teachers, or of persons preparing to become 
such, draw his warrant on the county treasurer, in favor of said 
county superintendent, for thirty-five dollars ; and in case there 
should be an average attendance of fonty teachers, or persons pre- 
paring to become such, then the said county auditor shall draw 
his warrant on the treasurer for fifty dollars; and in case there 
should be an average attendance of seventy-five teachers, or per- 
sons preparing to become such, then the county auditor shall draw 
his warrant on the treasurer for one hundred dollars for the pur- 
pose of defraying the expenses of said institute: Provided, how- 
ever, That but one of said payments be made in the same year. 
All laws and parts of laws in conflict herewith are hereby repealed. 

1. Superiiitendeut's Duty and Pay.— Siicli an institute as is contem- 
plated by the law is not a voluntary association. Itut a teachers" meeting. 
at the head of which is the county superintendent. He, therefore, has no 
right to surrender it into the hands of an incompetent director, nor to 
permit a course of procedure by any one, or by the institute itself, by 
which time shall be wasted or unsatisfactory work done. The teachers 
are there to be instructed, and the superintendent must necessarily talie 
the responsibility of the institute upon himself. The money which the 
auditor is authorized to pay is to defray the expenses of the institute 
exclusive of the per diem of the superintendent, whose compensation 
must be obtained in the usual way. He is also entitled to his per diem 
for reasonable services in making preparations for the institute. 

2. Pay of Teachers.— Teachers are allowed their regular per diem 
when attending both cotmty and toAvnship institutes. 

Schools Closed.— When any such institute is in session, the com- 
mon schools of the county in which said institute shall be held 
shall be closed. (R. S. 1881, §4522; R. S. 1894, §6011; R. S. 
189Y, §6231.) 

Sessions. — The several county superintendents are hereby re- 
quired, as a part of their duty, to hold, or cause to be held, such 
teachers' institutes, at least once in each year in their respective 
counties. CR. S. 1881, §4523; R. S. 1894, §6012; R. S. 1897, 
§6233.) 



158 EDUCATION IN INDIANA. 

The coniitv su])Priiiten(iciits liave entire charge of the institutes. 
They fix the time of holding the meetings, eniph)v instructors, etc., 
the only statutory requirement being that one institute shall be 
held annually. There is an appropriation of $100 in each county 
for the support of such institute, wlien the average daily attend- 
ance is seventy-five or more. Since no county has an attendance 
below that number, tlio annual appropriation by the state is 
$8,402.40. The remainder of the cost is bnrne by the teachers. 

r. STATISTICAL SUMMARY. 

Number males emoHcd in state (three comities omitted on ac- 
count of no report ) 7.621 

Number of females enrolled in state (three countii s omitted on 

account of no report) 8,899 

Total number enrolled in state (one county omitted on account 

of no report) 17,025 

Average attendance in state (two counties omitted on acconni of 

no report) 1.5..'597.G 

Average attendance in county 173.3 

Length of session in days for cntii'e state (one county omitted on 

account of no rep(»rtl 4.57 

Average length of session in days for each county ^^ 

Amount of money drawn li'om county treasury for sujiport of 

county institute (one county omitted on account of no re])oi-t) .$8,402 4(1 

Average amount of money di-awn i)er county 93 00 

Total cost of county Institutes for I'ntii-e >ta1e (one county omit- 
ted on accovuit of no rei)oi-t) 21,4.59 .53 

Average cost of county insiimie ]ier county 235 92 



EDUCATION IN INDIANA. 



159 



.STATISTICS ON COUNTY TEACHEKS' INSTITCTES, HELD IN 1003. 



COUNTIES. 



Enrollment. 



^2 




ij +^ 


^:^ 


p! H 


?x 



ogS 



°*: 



Adams 

Allen (No report) . 

Bartholomew 

Benton 



Blackford. 

Boone 

Brown 

Carroll — 



Ca.ss 

Clark . . . 
Clay .... 
Clinton . 



( 'raw ford . 
Daviess. . . 
Dearliorn . 
Decatur. . 



Dekalb... 
Delaware . 
Dubois.... 
Elkhart... 



Payette . . 
Floyd . . . . 
Ponntain . 
Franklin. 



Pulton . 
(Tibson . 
Crant . . 
Greene . 



Hamilton . . 
Hancock .. . 
Harrison.. . 
Hendricks. 



Henry 

Howard 

Huntington 
Jackson 



Jasper 

Jay 

Jeffersc 
Jenninf 



Johnson ... 

Knox 

Kosciusko 
Lagrang-e . . 



Lake 

Laporte . . . 
Lawrence . 
Madison . . 



ISIarion . . 
Marshall. 
Martin . . 
Miami 



108 


77 


185 


107 


109 


216 


41 


82 


123 


47 


50 


97 


103 


102 


205 


70 


40 


110 


97 


96 


193 


100 


150 


250 


100 


135 


235 


109 


111 


220 


130 


104 


234 


90 


55 


145 


154 


144 


298 


72 


83 


155 


58 


97 


155 


90 


84 


174 


120 


145 


265 


82 


79 


161 


212 


324 


536 


44 


40 


90 


78 


98 


176 


72 


70 


142 


50 


64 


114 


70 


65 


135 


104 


92 


196 


* 


* 


360 


90 


110 


200 


110 


104 


214 


105 


82 


187 


128 


92 


220 


82 


121 


203 


76 


91 


167 


90 


89 


179 


120 


101 


221 


90 


112 


202 


43 


113 


156 


105 


77 


182 


89 


177 


266 


58 


71 


129 


70 


90 


160 


84 


106 


190 


101 


127 


228 


71 


85 


156 


50 


170 


220 


33 


150 


183 


70 


90 


160 


180 


120 


300 


7(5 


127 


203 


100 


111 


211 


* 


* 


145 


100 


120 


220 



178 



192 
118 

96 
197 

95 
190 

225 
230 
207 
190 

132.8 
240 
147 
151 

155 
250 
250 
463 



150.6 

131 

112 

130 
175 
240 
200 

204 
175 
200 
186 

162 
168.2 
215 
191.6 

151 
200 
180 
121.6 

125 
178 
224 
145 

214 
161 
155 
250 

186 
204 

* 

220 



.$100 00 



100 00 
100 00 

100 00 
100 00 
100 00 
100 00 

100 00 
100 00 
100 00 
100 00 

100 00 
100 00 
100 00 
100 00 

50 00 
100 00 
100 00 
100 00 

100 00 
100 00 
50 00 
100 00 

100 00 
100 00 
100 00 
100 00 

100 00 
100 00 
100 00 
100 00 

100 00 
100 00 
100 00 
100 00 

100 00 
100 00 
100 00 
50 00 

100 00 
100 00 
100 00 
100 00 

100 00 
100 00 
50 00 
50 00 

100 00 
100 00 
50 00 
100 00 



$280 00 



246 50 
222 10 

254 25 
229 20 
120 00 
312 00 

250 00 
300 00 
155 75 
261 59 

201 00 
346 85 
142 20 
182 40 

288 00 
350 53 
194 45 
268 70 

173 75 
205 25 
125 00 

209 09 

275 00 
235 00 
350 00 
235 00 

250 00 

227 97 
240 00 
238 00 

212 60 
280 00 
275 00 
233 23 

256 00 
280 00 
182 15 
177 93 

210 00 
225 00 
263 72 
209 09 

201 80 
2f 1 25 

275 00 
500 00 

250 00 
192 75 

228 67 
320 00 



*No report. 



160 



EDUCATinx JX IX PI AX A. 



STATISTICS ON COl^NTY TEACHERS" INSTITUTES. HELD IN 1903-('oiitimu-(l. 



COUNTIES. 



Monroe 

Montgomery 

Morgan 

Newton .... 



Noble . . 
Ohio . . . 
Orange . 
Owen .. 



Parke . 
Perry . 
Pike 
Porter. 



Posey — 
Pulaski . . . 
Putnam . 
Randolph 



Ripley . 
Rush . 
Sfott - . . 
Shelby . 



Spencer — 
Starke . . . . 
St. Joseph 
Steuben . . 



Sullivan 
Switzerland 
Tippecanoe . 
Tipton 



Union 

Vanderburgh 
Vermillion ... 
Vigo 



Wabash . . . 
Warren . . . 
Warrick . . 
Washiiigtf 



Wayne . 
Wells 
White .. 
Whitley. 

Total . 



Eniioi.l.ment. 



81 


62 


143 


105 


118 


223 


88 


106 


194 


40 


65 


105 


71 


95 


166 


25 


27 


52 


64 


67 


131 


73 


55 


128 


80 


91 


171 


79 


57 


136 


114 


31 


145 


43 


102 


145 


78 


70 


148 


59 


141 


200 


100 


125 


225 


102 


101 


203 


78 


74 


152 


60 


73 


133 


51 


41 


92 


160 


142 


302 


73 


82 


155 


41 


49 


90 


98 


204 


302 


38 


112 


150 


110 


137 


247 


80 


58 


138 


100 


218 


318 


101 


45 


146 


22 


38 


60 


29 


53 


82 


59 


55 


114 


173 


307 


480 


7(> 


151 


227 


50 


81 


131 


125 


64 


189 


162 


66 


228 


50 


165 


215 


101 


60 


161 


92 


93 


185 


61 


80 


141 


7.621 


8,899 


17.025 



140 
212 
185 
90 

160 
45 
125 
123 

166 
128 
144 
142 

148 
158 
200 
194 

147.3 
128.2 
76 

286 

150 
89 
225 
142 

235 
110 
300 
135 

55.3 

81 
109 
425 

227 
125 
152 
200 

215 
15(i 
181 
138 



^c 



$100 00 
100 00 
100 00 
100 00 

100 00 
50 00 
100 00 
100 00 

100 00 
100 00 
100 00 
100 00 

100 00 
100 00 
100 00 
100 00 

100 00 
100 00 
62 40 
100 00 

50 00 
100 00 
100 00 
100 00 

100 00 
50 00 
100 00 
100 00 

50 00 
50 00 
100 00 
100 00 

100 00 
100 00 
100 00 
100 00 

100 00 
50 00 
100 00 
100 00 



173.31 



457 $8,462 40 



$241 00 
268 00 
223 60 
200 00 

185 15 

86 39 

221 00 

278 60 

205 85 
190 68 
205 00 
236 40 

246 00 
276 32 
185 00 
323 42 

211 90 
174 50 
109 65 
250 00 

220 00 
195 00 
265 00 
183 00 

275 00 
145 70 
290 00 
207 97 

183 40 
267 50 

200 00 
215 00 

350 00 

180 00 

201 00 
322 50 

318 00 
183 64 
209 53 
325 00 



$21,469 53 



EDUCATION IN INDIANA. 101 

2. TOWXSIIIP INSTITUTES. 

]^ocal school oiticcrs ;iii<l teachers give inereasinii,' artciitiou to 
towiishi]) institutes. These are the most \'aliialih' meeting's hekl 
in Indiana in the name of education. The assend)ling of all of the 
teachers of a townshi]^ at least once each month during the school 
term to discuss matters of educational concern is of great value to 
the state. It is a great institution for the regeneration and educa- 
tion of the rural teacliing corps. 

a. STATISTICS. 

Tmvnsliii) institutes held diuing year endin.a' -Tnly :>1. liH):!.... 0.421 

Average number held in each township 0.3 

Cost in wages to teacliei-s for year !j^l49,002.20 

h. THE LAW. 

1 1889, p. 07. Approved and in force March 2, 1889.^ 

Township Institutes. 1). At least <nie Saturday in each month 
during which the ])ul)lic schools may be in progress shall be de- 
voted to townshi]) institutes, or model schools for the im])rove- 
ment of teachers; and two Saturdays may bo a];)]>ro])riated, at the 
discretion of the to\vns]ii]» trustee of any township. Such insti- 
tute shall be ])resided dver by a teacher, or other ]Kn'son, desig- 
nated by the trustee of the t'lwnship. The township trustee shall 
specify, in a written contract with each teacher, that such teacher 
shall attend the full session of each institute contemplated herein, 
or forfeit one day's wages for every day's absence therefrom, unless 
such absence shall be occasioned by sickness, or such other reason 
as may be ap])ro\-ed by the township trustee, and for each day's 
attendance at such institute each teacher shall receive the same 
wages as for one day's teacliing: Provided, That no teacher shall 
receive such wages unless he or she shall attend tiie full session of 
such institute and perform the duty or duties assigned. {11. S. 
1894, §6009 ; R. S. 1807, §^Cy2W.) 

1. A triistee failing to comply with the above is subject to prosecu- 
tion and removal from office. 



11 Educatio.v. 



X. School Journals. 



A. THE INDIANA SCHOOL JOURNAL* 

The Indiana state teachers' association was organized at Indi- 
anapolis, December 25, 1854, and at the first session the snbject of 
an edncatioiial jdiinnil was considered. The project of establish- 
ing a journal was referred to the executive couimittee with instruc- 
tions to report at the next annual session. 

The second association met at Madison, lud., in December, 
1855, and the following re]X)rt was submitted by Prof. E. P. Cole, 
principal of the lii<lianapolis high school: 

Resolved, (li Tlial this association wiil publish an educational joui-nal, 
similar in size and l.vpctgraphical execution to the Ohio Journal of Educa- 
tion. (2) That this Journal be conducted by nine editors appointed by the 
association, one of whom shall be styled resident editor. 

The report was proiiiplly ado])ted, and the paper was named 
the Indiana School Journal. ]\Iembers of the association sub- 
scribed for 475 copies, and W. P. Smith, of Ciucinnati, Ohio, do- 
nated $200 to aid the enterprise. The first number ^vas issued iu 
January, 1856, and it bore the name of the Indiana School Jour- 
nal until the summer of 1900, Avhen it and the Inland Pducator, 
of Terre Haute, were consolidated at Indianapolis under the name 
of the Educator-Journal. 

After the first number of the Indiana School Jourmil had Ik'Cu 
issued Prof. E. P. Cole acted as traveling agent for same for only 
a few months, and as a result the subscription became large for a 
new publication. "^Fhe editors selected were as follows: Geo. B. 
Stone, superintemlciit hidiauapolis schools, resident editor: asso- 
ciate editors, W. I). Ilcidde, E. P. Cole, Geo. A. (nutse, Puifns 
Patch, P. E. Iloyt, Alaiy Wells, and Jane Chamberlain. 

In 1858 Mr. Stone left the state and W. D. llciikle became resi- 
dent editor of the Indiana School Journal, ami iu 4850 he was 
succeeded by Mr. O. Phelps, to wliom \]w management of the Jour- 
nal was transferred by the Indiana state t(!achei's' association iu 

(102) 



EDUCATION IN INDIANA. 1G3 

December, 185U. hi IS 62 Mr. Phelps, with the consent of the 
state teachers' association, transferred tlie Journal to Prof. Geo. 
W. Hoss. In ISOU Prof. Wm. A. Bell, principal of the Indian- 
apolis high school, became half owner. In July, 1871, Professor 
Hoss, having been elected president of the Kansas state normal, 
sold his interest in the Journal to W. A. Bell, who then became 
editor and sole proprietor, and he continued as such for twenty- 
eight years, when he sold the Journal to Plon. D. M, Geeting, 
state superintendent of public instruction, and his deputy, Hon. 
F. A. Cotton, the latter selling his interest to Mr. Geeting a few 
months later. In July, 1900, the former owners of the Inland 
Educator, which had been published at Terre Haute since 1895, 
united their interests with the owners of the Indiana School Jour- 
nal, and the Educator- Journal Company was incorporated for 
$20,000, and the first number of the Educator-Journal was pub- 
lished at Indianapolis in August, 1900. The first issue consisted 
of 20,000 copies. 

In January, 1901, the following editor and officers were chosen: 
Hon. D. M. Geeting, editor; Wm. H. Wiley, superintendent Terre 
Haute schools, president; Chas. F. Patterson, superintendent 
Edinburg schools, treasurer ; J. W^. Walker, secretary and business 
manager. 

In 1903 Dr. Pobf. J. Aley, professor of mathematics in Indiana 
university, became editor. 

From its first issue in 1856 the Journal has been thoroughly 
representative of the best thought and sentiment in Indiana, and 
its circulation now extends to almost every state in the union. Its 
subscription price is one dollar per year. The paper was never 
more prosperous than at present. 



B. THE TEACHER'S: JOURNAL AND OTHER EDUCA- 
TIONAL PAPERS THAT HAVE BEEN PUB- 
LISHED IN THE STATE. 

In January, 1869, A. C. Shortridge, superintendent of the 
Indianapolis schools, George P. Brown, superintendent of the 
Richmond schools, and W. A. Bell, principal of the Indianapolis 
hiffh school, started The Indiana Teacher. .At the end of six 



164 EDUCATTOX IN INDIANA. 

months W. A. Bell Ixmiiht <>ut his associates and nierged tlic Teacli- 
ei* into the Indiana School Journal and thus became half owner 
of the Journal. W. B. Chrisler, who was for many years at the 
head of Bedford male and fcnnalo college, edited and published a 
paper called The Couinion Sclxiol Tcachci'. This paper continucfl 
for a number of veai's and had more than a local circulation. The 
exact date of this publication is not at hand, but it was in the 
seventies. 

In 1873, A. C. Shortridge, su])erintendent of the Iiulianapolis 
schools, and Geo. P. Brown, principal of the Indiana])olis high 
school, started the Educationist. This paper continued for two 
years and was edited with mnch al)ility. In March, l.s75, the 
Educationist was merged in the School doui-nal and Messrs. Short- 
ridge and Brown became for a time associate editors of the 
Journal. 

In Janmiry, ISTI, 11. A. Ford, editor of the "Michigan Teach- 
er," at Lansing, Mich., stai'tccl The Xorthern Indiana Teacher and 
published it at South Bend, lud. The body of this paper was the 
same as that of the Michigan Teaclier, which did not at all detract 
from its merit, but its miscellaneous and personal departments 
were es])ecially devotc<l to Indiana interests. In duly, isTO, W. 
A. Bell bought this ])a|)cr and nicrgecl it in the donrnal. 

The Xormal Teacher, edited and ))id)lishcd by d. \\. Shcrrill, 
was started at Ladoga in IsTs, but soon afterward, when the 
Central Indiana normal school was removed from Ladoga to 
Danville the ]>a|>er was also ehange(l to that ])lace. The paper 
represented lai'gely llie thonght <d' the nornnd school, although not 
formally connecte(| with it. 

The ]S[ormal Teacher was pushed with great vigor and secured 
an extensive eireiilat ion. After some years the name of the paper 
was c.hange(| (o the Teachers' Kxaminer. In LSi)2 Mr. Shei'rill 
sold the ]»a|ier and its stainlard was not ke])t U]) by its new pro]tri(^- 
tor. In a shoU time after this change W. A. I)ell boiighl it and 
Idled the time (ij its sni>sci'ibers with the ScIkioI .loiirnal. 

In issl a paper was stai'teil at \'al])araiso, calle<l th(» Xorthern 
Indiana School donrnal, and in lss| W. d. liell bonghl out his 
partner and hecanie sole dwnei- and e(litor. In l)ecendier of this 
same year Mr. Hell sdid the paper (o a man, who changed its name 
to "The American," ami in ISsH remo\ed it to Iowa. 



EDUCATION IN INDIANA. 165 

The Student was the name of a paper edited and published hv 
Prof. Bogarte, of the Northern Indiana normal school, from 
Febniary, 1801, to October, lSO-2. 

In 1882 John M. Olcott started The Educational Weekly. This 
was the only weekly educational paper ever published in Indiana, 
it was ])ushed with Mr. Olcott's characteristic energy and in a short 
time secured a largc^ circulaiidu, hut was never made to ])ay 
financially. In 1884 Mr. Olcott accepted the superinteudency of 
the Greencastle schools, but continued to edit the Weekly. In 
ISTovember, 1885, the ]iaper was sold to the Xew England Journal 
of Education. 

The Teachers' Journal is an educational monthly published at 
Marion, by A. Jones, editor, and O. W. Ford, business manager. 
The proprietors are l)oth members of the faculty of the Marion 
normal school. The first issue of this 7^a]ier was in July, 1901, 
and it now claims a circulation of 7,000. It has among its con- 
tributors some of the best educational writers in the state. 

!N^umerous countv papers have been published by county super- 
intendents, some of them lasting many years. Some of these were 
well edited and served well the purpose for which they were in- 
tended. Tlu't tbese school papers liave been a help t(^ teachers 
and thus 1)een a ineans of advancing the educational interests of 
the state, can not be doubted. 



XI. Indiana Union of Literary Clubs. 



Note.— Mrs. Eva B. Rohbook, president of the Union, appointed Mrs, Elizabeth (". 
Earl to edit the above chapter and aeknowledg'raents are due Mrs. May Wrig'ht Sewall. 
Mrs. Martha X. McKay, Miss Merica Hoaorland, Mrs. C. B. Woodworth. Mrs. (Toorgre Felts 
and Mrs. Virginia C. Meredith for co-operation. 

The Indiana union of litorarv clnhs was formally organized in 
Richmond, Jnne 3, 1890, dnring a con volition in which wore dole- 
g'ates representing- twenty-six literary cluhs. The preliminary 
work of the ore:anization, however, had been undertaken by the 
executive committee of the Indianapolis woman's club. Miss Eliza- 
beth T^icholson, with whom orijjinated the idea of a state union of 
clubs, was chairman of this committee. The initial step in the 
organization was a reception given by tlie woman's club of Indi- 
anapolis in October, 1889, to the literary clubs of the state, when, 
for the first time, members of clubs met socially. 

The object of the union as set forth in the constitutton is "the 
discussion in open annual meeting of questions pertaining to so- 
cial, ediicatioual and literary matters, and of methods for the best 
culture and advancement of the state." The annual convention 
has been marked by comprehensive programs, strong speakers and 
rich social opportunities ; while notable art exhibits and excellent 
musical progi-anis have characterized many of the meetings. Four- 
teen annual conventions have been held in the following places: 
Richmond, Terre Haute (twice), Lafayette (twice), Fort Wayne, 
Indianapolis, Huntington, Connersville, Warsaw, Rloomington, 
Evansville, Valparaiso and Crawfordsvillo. The presidents elected 
annually have been representative of the different sections of the 
state — 1890, IMrs. Josenhine E. Martin, Richmond; 1891, Mrs. 
A. B. McGregor, Indianapolis; 1892, Miss Elizabeth "NTicholson, 
Indianapolis; 189.1, Mrs. T. II. Smart, Lafavette; 1894, Mrs. C. 
R. Hrver, Torre Haute; 1895, Mrs. Virginia C. Meredith, Cam- 
bridge ritv; 189P., Mrs. O. W. Connor. Wabasli ; 1897, Miss Mer- 
ica Iloaolnnd, Fort Wavno : 1898, ^\r. John P.. Wisely, Terre 
Haute; 1899, Mrs. Francos :\r. Swain. Pdoomington ; 1900, Mrs. 
Emma ^font McRae. Fafavotto; 1901. "M-vs. Ceorire F. Felts. Fort 



EDUCATION IN INDIANA. 107 

Wayne; 1902, Mrs. S. Elliott Perkins, Tiulianapolis ; 1903, Mrs. 
Elizabeth C. Earl, ConnersviUe ; 1904, Mrs. Eva B. Rolibock, 
Wabash. 

The clelei>;ates from constituent clnbs made reports to the first 
conventions concerning the work of their respective clnbs, but 
soon the membership grew so large that the very valuable plan was 
necessarily abandoned. The importance of continuity in club 
work and' the advantages of printed programs soon became appar- 
ent and the eagerness for exchange of programs was a marked fea- 
ture of the earlier conventions, but with age and experience clubs 
have come to take their own initiative, so there is now little de- 
mand for exchanges. The reports of the constituent clubs soon 
disclosed the need for libraries universally felt outside of the 
larger cities. Study programs participated in by members is the 
general plan pursued by the clubs, therefore access to reference 
books is imperative. A few clubs early adopted the plan of each 
year purchasing with club funds a number of books relating to the 
subjects of the year's study; this excellent plan could not, however, 
be generally adopted and in consequence there is found recurring 
ao-ain and again in the minutes of the conventions resolutions re- 
lating to public libraries and library laws. At the Connersville 
convention the discussion assumed a more definite form. Miss Har- 
riett ^oble, Mrs. Virginia C. Meredith, Mr. Jacob P. Dunn and 
others making some valuable suggestions, but it was at the Warsaw 
convention of 189Y that the Indiana union of literary clubs took 
definite steps toward securing better library legislation and time 
has proved what earnestness of purpose will accomplish. In her 
president's address Miss Merica Hoagland "entered a plea for a 
library law which would establish a i^ublic library commission and 
secure to even the smallest towns free public libraries." At the 
last session of the same convention IMrs. Elizabeth C. Earl, of Con- 
nersville, introduced the following: 

Resolved, That the president of this convention appoint a committee 
of five, of which she shall be one. to co-operate with the state library 
association, in framing a law which shall secure to Indiana a library com- 
mission, and this committee sliall report progress at the next convention 
at Bloomington. 

The union adopted the resolution and the following legislative 
committee was appointed : Mrs. Elizabeth C. Earl, Connersville ; 



ins E DUCAT J ox IN INDIANA. 

]\rrs. Tnooh P. Dnnii, Indianapolis; Miss Sarali A. Catlin, War- 
saw; Prof. T. F. Moran, Lafayette; Miss Merica Ploagland, Fort 
AVayiic. After a year's earefnl stndy of the library laws of tli(> 
more proo-ressive states, the eomniittee submitted to the P)lo(imino- 
tnii convention its re]iort, which contained the followinc; ])rovi- 
sioris: The creation of a pnblic library commission, said commis- 
sion to assnme charge of the state library, render the use of manv 
of the books contained therein accessible to the whole people of the 
state; to give advice and information concerning the administra- 
tion and organization of pnblic libraries and make possible the 
establishn'ent of a system of traveling libraries and the organiza- 
tion of township libraries. The report was adopted and the com- 
mittee continned, as a legislative committee, with instrnctions to 
have the bill introdnced into the next general assembly. 

Inadvertently whih^ working toward an ideal centralization of 
librai'x- interests sei)nriited in administraled foi'm. thongli closely 
related to the school system of the state, the committee fonnd itself 
somewhat involved in the state and nonstate school controversy 
which was coniing ni» in the assembly of l.SOO. Prof. T. F. 
]\roran, of Pnrdne nniversity, resigned from the committee and 
^fr. Tames F. Stntesman, of Pern, was a])pointed by ^frs. Frances 
\r. Swain to take his olace. The committee introdnce(l what it 
considered an ideal bill, "Senate Pill 5S (Prooks)" and allowed 
it to l)e amended bv the senate committee to which it was referred. 
The irritation cansed bv the original measnre lias never wholly 
disaiipeai'f'd ;Mid the iiKist interested in the library development 
of Indiana now feel tliat the elimination of tliat section relating 
to the st^ite librarv was nnwise, as there is little donbt bnt tliat 
it conld have been carried. 

As a direct resnlt of the etforts of the Indiana nnion of literary 
clubs, ill ISiOO. there was secured the passage of a law, creatine; a 
public librarv conimission, providing for a system of fr(^e traveling 
libraries, appropriating $.1,000 foi- them and making possible the 
estal)lisliiiieiit of new township liln'aries. Oox-ernor Monnt ap- 
pointed as librarv eoniinissioners Mrs. Flizabeth (\ Farl, of Con- 
nersville; ^Fr. Jacob P. Dunn, of Indiana]iolis, and Afr. Jose])h P. 
Voris, of Pedfortl. riovenioi- ^lonnt reai)pointed ^frs. Farl. and 
Coveriinr r)nrbiii, '^^r. hiiiiii. .\t flie eNVtiratioii of his term ^Fr. 



EDUCATION IN INDIANA. IG'J 

Voris, declining a reappointment, Mr. William W. Parsons, of 
Terre Haute, was appointed to fill the vacancy. 

To meet an apparent need, the commission induced the general 
assembly of 1001 to make a sufficient appropriation to admit of ex- 
tending the traveling libraries and the appointing of a library or- 
ganizer. j\liss Alerica lloagiand, of Fort Wayne, was appointed 
library organizer. The value of the commission's services to the 
state commended itself to the legislature of 1903 and it granted for 
the further extension of library interests an annual appropriation 
of $7,000. At present this is being expended in four departments 
of work : Purchase and circulation of traveling libraries ; office 
and publication ; instruction of libraries and library institutes ; 
organization and improvement of public libraries. In all the com- 
mission's legislation the Indiana union of literary clubs has given 
valuable assistance. 

The commission purchased and equipped 34 traveling libraries, 
which were ready for circulation August 26, 1899. By October, 
1900, these had increased to 80 and at present number 127. Dur- 
ing the second and third fiscal years, for some reason there was a 
decline in the popularity of the traveling libraries, 87 being sent 
out in 1901 and 72 in 1902. W^ith the transfer of the administra- 
tion and custody of the books to the commission's office the interest 
has been revived and the report for the year 1903 shows 244 trav- 
eling libraries circulated in the state. Miss Georgia Keynolds, of 
Elkhart, was appointed librarian of the traveling library depart- 
ment October, 1902. 

From the opening of the office of the public library commission, 
November 1, 1901, information has gone out from it concerning 
the selection and classification of books, library organization, im- 
proved methods in administration, instruction of librarians, best 
building plans, etc. 

The erection of the Henry Henley library building at Carthage 
and of 39 library buildings, the gifts of Mr. Andrew Carnegie to 
various cities in the state, has laid upon the commission the in- 
spection of plans and the giving of advice concerning the essentials 
of library buildings. 

From the first, the commission has given much attention to the 
instruction of librarians, assembling a class of thirteen members 
in its office October 31 to November 7, 1901. The first school for 



170 EDUCATION IN INDIANA. 

librarians was held at the state house, April 17 to May 15, 1902. 
In May, 1903, the commission secured the services of Miss Anna 
R. Phelps as permanent instructor. 

The second course of the school for librarians was held in 190;5 
at Winona Lake in connection with the assembly and summer 
school. At the same place will be held the third course in 1904. 
The course has gradually been improved until it ranks among the 
best in the country. 

In May, li)03, the public library commission, following the plan 
of New York state, divided Indiana into seventeen districts for the 
purpose of holding library institutes similar to the teachers' and 
farmers' institutes. The Indiana union of literary clubs and the 
Indiana state federation of women's clubs are co-operating with 
the commission in appointing district library institute directors 
who will become responsible for the library interests in their sec- 
tions. This concentration of attention upon a circumscribed area 
can not but be effective in the library development of the state. 

Under the Mummert library law of 1901, amended in 1903, it 
is possible for any incorporated town or city to organize a free pub- 
lic library and the efforts of the public library commission is to en- 
courage such organization, the library organizer visiting any place 
desiring to secure organization. 

The part played by the Indiana union of literary clubs in the 
recent library development must not only be gratifying to each 
member of its affiliated clubs, but to every citizen of the common- 
wealth. Ill tlic very bcgi lining it was decided that membership in 
tlic union should not be limited to w<iiiieirs clubs, but that men's 
clubs and niix('<l clubs sliduld be included, and to this ideal the 
union has remainc;! loyal. During its entire existence, however, 
there lias been an eloineiit in the union that desired affiliation with 
the general fcd.cr.;! ion of woincirs clubs. This, of course, was im- 
jiossiblc while the cniistituency of the uniou included men's clubs 
and mixed (dul)s. When the "linliana federation of women's 
clubs'" w;is orgiini/e(l, in 11M)1, naturally some of the women's 
clubs belonging to the union withdrew in order to join that organi- 
zation, thereby reducing the number of (diihs in the union, which 
had reached 190 in 1900 to 13(i in I'.Hi;;. This loss in membership 
is ex]il;iiiie<l in oi'der to foreslidl incorrect infei'ences. 



EDUCATION IN INDIANA. 171 

The annual convention of 1901 authorized four standing com- 
mittees, the object being to secure deliniteness of aim and concen- 
tration of effort in promoting "the best culture and advancement 
of the state/'' These standing cunimittees were: Fine arts (music 
and architecture), education (schools, libraries, clubs and press), 
home economics (home and municipal housekeeping and tlie pro- 
tection of family life), and business (executive work of the an- 
nual convention). Each committee was given the responsibility of 
a program for one session of the annual convention in addition to 
the task of interesting the constituent clubs in their respective 
subjects. 

Mrs. C. B. Woodworth, of Fort Wayne, was appointed chair- 
man of the "standing committee on line arts." Up to the present 
time three traveling picture galleries have been purchased; one, 
of '15 photographs dealing with the technique of art; one, of 72 
photographs on French painting; and a third, of 82 photographs 
and etchings outlining American art. These galleries are sent 
to any club of the union, the club becoming responsible for ex- 
pressage one way and having the privilege of retaining the desired 
section two weeks or more. The committee is also prepared to 
send lecturers on art ^vhenever requested to do so. 

Mrs. May Wright Sewall, of Indianapolis, was appointed 
chairman of the "standing committee on education." The pur- 
pose of the committee was to find a means of relating clubs to 
the other educational agencies of the state, the home, the school, 
the church and the press. 

"The whole world has always agreed that women have a right 
to be interested in their children, and a democraey more cer- 
tainly and continually than any other form of government takes 
children out of the home. It is because children are taken out 
of the home by democratic institutions that under democratic 
institutions women must go out of the home to follow the chil- 
dren. Each woman by her personal influence follows by her care 
and her criticism her own children to and fro from their daily 
school, into the Sunday-school of her church ; she may, if she will, 
dictate to her children what and how much of the daily paper 
they may read ; she may, if she will, dictate to her children what 
public entertainments they may attend. It is in their organized 
capacity witliin the club that this function of guardianship, which 



172 EDUCATION IN INDIANA. 

belongs to woman bv \irtne of her own nature and lier maternal 
function, may be exercised by women." The committee by cir- 
cular letters and by its convention programs has sought to enlist 
each individual chdj in a study of the schools and the press of 
its locality. 

Mrs. Virginia AJerodith was appointed chairman of the '^stand- 
ing committee on home economics." The announced object of 
the committee is to promote a public sentiment favorable to the 
teaching of home economics in the common schools and the colleges 
of the state. 

"The wise use of knowledge, time, energy and money, in what- 
ever pertains to the home, is the scope of home economics. Many 
clubs have observed the request of this committee to have special 
programs during the year, while in some instances clubs have 
had a series of consecutive programs dealing with the several 
phases of home economies. Speakers from schools and colleges 
wdiere the subject is being taught have addressed the annual con- 
ventions. There are a number of schools in the state where a 
beginning is being made by the introduction of subjects closely 
related to the art of lix'ing. Scliool superintendents usually are 
favorable to the idea, and when the chib women of a town are 
sutticiently informed to be hospitable to the proposition to intro- 
duce this subject into the school, they become a helpful influence 
and one that sometinies prevents the too narrow conception of 
tlie subject which would limit the teaching to cookery and sewing. 
They may also ])revent this by insisting upon specially prepared 
teachers wlio are eom])etent to give instruction in hygiene, the 
distribution of income and house furnishing. The proposition 
that home is a ])la('(' and an o])i)(>r[nnity for the right development 
of tlic ])hysical and spii'ihial nahn'cs is the basis for seeking to 
brinu' abont a system of eihication that will give some degree of 
|)i'e|)ai'ation to the one wIim wdnid in'iianize a home. The subject 
is iKil considered e\clnsi\( ly a woinaiTs snbject, but, on the 
otiier hand, is thought to be so dillicult and so far-i-eaching in 
its intluence that the intelliucnce and s\iiip;itliy of men is solicited 
in its behalf." 

Mrs. TIarry ( 'ook, of lM;iiis\ille, was appointcMl chainuan of 
the ''standing coniniittee on business," which has charge of all 
the liusiness of t!ie annual cnn\ ciit ion. excn includiuii' resolutions 



EDUCATION IN INDIANA. 173 

and elections. Tt contribntes greatly to the ra]>irl and orderly 
transaction of the bnsiness of the convention. 

At the reqnest of the standing committee on fine arts a stand- 
ing coiiimittee on mnsic was anthorized with Mrs. Ennice A, 
Yonche, of Crown Point, chairman. 

The nnion of literary clnhs is intelligent npon and interested 
in pnblic qnestions, and has brought to its annual conventions 
the best thinkers upon educational and sociological tlienies, while 
the exhibition of the paintings of Indiana artists at Huntington 
in 1805, the "composition of a picture," graphically illustrated 
by W. E. French, at Evansville, in 1902, and the "embellish- 
ment of backyards," shown by stereopticon vicAvs from the ^a- 
tional cash register company, of Dayton, Ohio, have had a benefi- 
cent influence not easily over-estimated because so widely dif- 
fused. 

The union discussed forestry and asked legislative action before 
the present forestry laws were passed. At the present time it 
is asking a law making it mandatory that school boards shall 
include at least one member a woman. 

The Indiana union of literary clubs is one of the potential 
forces in creating public sentiment favorable to advanced methods 
and agencies in education ; it has become so on account of the 
scope of subjects embraced in club programs, the earnestness of 
its membership and the wide distribution throughout the state 
of its constituent clubs, the aggregate membership of which reaches 
into the thousands. 



XII. School Funds. 



A. COMMON SCHOOL FUND— $8,032,654.79. 

1. IIlSTOliY. 

l-'rom llic State Constitulion. 

Sec. 2. The coiuiuoii school fund shall consist of the congressional 
township fund, and the lands helonging thereto; 

The surplus revenue fund; 

The saline fund, and the lands belonging thereto; 

The bank tax fund and the fund arising from the one hundred and 
fourteenth section of the charter of the state bank of Indiana; 

The fund to be derived from the sale of county seminaries, and the 
moneys and property heretofore held for such seminaries; from tlie tines 
assessed for breaches of the ])(>n;tl l.-nvs of the stale: and from all foi'- 
feitures which may accrue: 

All lands and other estate which shall escheat to the state for want 
of heirs or kindred entitled to tlie inheritance: 

All lands that have been or n^ay hereafter Ite granted to the state, 
whei'e no special purpose is expressed in tlie grant, and the proceeds of 
the sales thereof, including the pi-oceeds of the sales of the swamp lands 
granted to the state of Indiana by the act of congress, of the 28th of 
September. IS.'itt. after deducting the expeiise of selecting and draining 
the same; 

Taxes on the pi-oi>ei'ty of coi'poi-ations that may be as^sessl■(l by the 
general assembly for common school purposes. 

Sec. 8. The ])rinci])al of the common school fund shall remain ;\ 
pi'rpetu.'il fund. Avliicli may lie increased but shall never )»:■ diiiiiiiished: 
and the income thereof shall lie inviolal)ly ai)i)ropria1ed to the sujiport of 
common schools, and to no other jiurpose whatever. 

Sec. 4. The general assc^nbly shall invest, in some sate and prolitable 
manner, all such i)ortions of the common school fund as have not hereto- 
fore been i-nlrusled to llie several counties: and shall iii:ike |in;\isious. 
by law, for the distril)Ul ion. among the sexcral counties, of the interest 
thereof. 

Sec. 5. If any county shall fail to deuiand its pi-ojioi'tion of such 
interest for common school purposes, the sauu' shall be reinvested for 
the benefit of such county. 

Sec. ti. The several counties shall lie held li.-ible foi- the iireservation 
of so much III' I he said fund .-is uiny lie cnl rusted to them, and for the 
payuu'id of the annual interest thereon. 

(174) 



EDUCATION IN INDIANA. 175 

Sec. 7. All trust funds held by the state shall remain inviolate, and 
be faithfully and exclusively applied to the purposes for which the trust 
was created. 

The purpose of the general assembly in lS."i"J, upon the adoption of 
the new constitution, Avas to consolidate the several school funds into one 
common fund (see Art. viii. of constitution of Indiana), but the supreme 
court (6 Ind. 83) decided at tlie November term of 1854 that the con- 
gressional township fund could not be so used. We have then two dis- 
tinct funds, known as the congressional township fund and the common 
school fund, which latter is made up of several funds, such as the surplus 
revenue fund, the bank tax fund, the saline fund, sinking fund and the 
seminary fund. (See R. S. 1881, sec. 4325, and scliool law. sec. 4325.) 



B. THE CONGRESSIONAL TOWNSHIP FUND— 
$2,465,983.65. 

1. HISTORY. 

The cong-ress of the T^iiited States, bv an act passed on the 
19th of April, 1S16, "to enable the people of the Indiana terri- 
tory to form a eonstitntion and state goA^ernnient, and for the 
admission of snch state into the nnion on eqnal footing Avith 
tlie original states, offered for the free acceptance or rejection 
-of the people, the proposition among other propositions that the 
section of land nnmbered l(i in everv township, and when such 
section has been sold, granted or disposed of, otlier lands equiv- 
alent thereto, and most contiguous to the same, should be granted 
to the inhabitants of such township for the use of schools, on 
condition that the convention of the people in forming a state 
constitution slmnld ])rovide by an ordinance irrevocable without 
the consent of the United States, that every and each tract of 
land sold by the United States should be and remain exempt 
from any tax, laid by order or under any authority of the state, 
county, township, or any other ]^urpose wdiate^'cr, for the term 
of five vears from and after the dav of sale." 

In 182Y the legislature of Indiana applied to congress to ex- 
tend to the general assembly the power to sell the school lands. 
By act of congress, 1S28, such request was granted and the trust 
estate became a "trust fund." 

The provision of this act declared that "Said land, or any 
part thereof, shall in no case be sold, without the consent of the 
inhabitants thereof." 



170 EDUCATION IN INDIANA. 

By virtue of acts of January 24, 1828, congressional lands 
Avore aiitliorizcd to be sold and the money loaned, the interest 
a]"»plicd to the nse of schools. 

By virtue of an act of 18?>3, Febrnary 2, which provided for 
three trustees for each congressional township and for a school 
commissioner for each county, the inhabitants of each congres- 
sional township were authorized to determine by vote whether 
the moneys received from the sale of lands should be forwarded 
to the state loan office f established by acts of January 9, 1821) 
or loaned to the citizens of the county. 

In 1838 (see R. S. 1838, p. 509) each congressional township 
Avas made a body politic and corporate, and the affairs of the 
several congressional townships situated within each county were 
managed by a school commissioner who made deeds for the lands 
sold and loaned the money for the use of the township. 

Tn 1843 the legislature fart, viii, sec. 114) made the cMinlies 
liable to the inhabitants of the respective congressional townships 
for the preservation of said fund, and the payment of the annual 
interest thereon, at the rate established by law. T"p to that time 
$27,918 were lost to this fund through the failure of mortgagors 
to pay the funds borrowed in full. 

The county auditors of the several counties manage this fund, 
loaning it upon mortgage secured by real estate, at 6 per cent, 
interest, and the interest is collected and apportioned within the 
respective counties managing it. 



EDUCATION IN INDIANA. 



ITT 



TABLE SHOWING INCREASE IN FUNDS 
FROM 1853 TO J 903. 



I'ear. 
1853. 
1854. 
1856. 
1858. 
1860. 
1862. 
1864. 
1866. 
1868. 
1870. 
1872. 
1873. 
1874. 
1875. 
1876. 
1877. 
1878. 
1879. 
1880. 
1881. 
1882. 



1 

$2, 



otal. 

278 
,559 
:.785 
.8(50 
,293 



193 

778, 

611 

259 

575, 

437 

590 

711, 

799, 

870, 

No 

No 

No 

No 

No 

No 



Fund. 
,588 14 


Vvar 
1883 


,308 12 


1884 


,358 87 


1885 


,609 72 


1886 


.426 7(t 


1887 


,154 91 


1888 


,355 04 


1889 


,337 44 


1890 


,341 34 


1891 


,047 49 


1892 


,593 47 


1893 


,239 00 


1894 


,319 60 


1895 


,191 64 


1896 


,872 43 


1897 


recorrl 


1898 


record 


1899 


record 


1900 


record 


1901 


record 


1902 


record 


1903 



Total 

9,339 

9,458 

9,518 

9,617 

9,654 

9,765 

9,784 

9,856 

9,986 

10,057 

10,157 

10,141 

10,218 

10,256 

10,303 

10.312 

10,359 

10,390 

10.443 

10,498, 



Fund. 
,748 79 
,205 58 
,085 71 
,887 83 
,250 49 
,552 05 
,598 25 
,170 56 
,585 77 
,855 59 
,649 37 
,163 32 
,316 47 
,4.32 19 
,418 72 
,184 01 
,015 27 
,9.59 05 
,326 33 
,885 32 
716 09 



12-Edocation. 



XIII. School Revenues. 



A. TUITION REVENUES. 

1. FROM STATE. 

a. VliOM STATE TAXATION. 

There shall be in the year 189.5, and annually thereafter, assessed and 
collected, as other taxes are assessed and collected, the sum of eleven 
cents on each one hundred dollars worth of taxable propei-ty. and lifty 
cents on I'ach taxable poll in the state, wliich money, when collected, 
shall be paid into the school revenue for tuition fund in the state treasury, 
and shall be apportioned to the several counties of the state in the nianntM- 
noAV provided by law. 

h. FKO.M INTEREST OX COMMON SCHOOL FUND. 

'J'lie principal of all moneys, whether licl(»niiing: to the common school 
fund, or the congressional township school fund, received into the county 
treasury, shall be loaned at per cent, per annum payable annually at the 
end of each year from the date of such loan, 'i'lie Interest from these 
funds go to the tuition revenue. 



2. FROM LOCAL SOURCES. 

It. FROM LOCAL TAXATION. 

The school trustees of the several townshii)s. towns and cities shall 
have power to levy annually a tax not exceeding fifty cents on each one 
hundred dollars of taxable property and twenty-five cents on each taxable 
poll, which tax shall be assessed and collected as the taxes of the state 
and county revenues are assessed and colhH-ted. and the revenues arising 
fi'om sucli tax levy shall consfilutc a supplementary tuition fund, to 
extend tlie terms of school in said townslijps. towns and cities after tlH> 
tuition fund ai)i)ortioned to sneh towiisliips. towns and rities from llie 
stale tuition rcvenu(>s siiall l)e exliausled: Provided, however. That 
siionld tliei-e lie rcnnaiiung in tlie tuition fund of any township, town or 
city levying such tax at the close of any school year any unexpended 
l)alances of such supplementary tuition fund assessed and collected foi- us(> 
in such school year, or ju'evious ye.-ii-s. e(iii;d to or (exceeding in amount 
one cent upon each one liundred dollnis of laxalile i)roperty in said town^ 
slui). town or city, then il sJiall be tlie a\\\\ of the eonnly auditor to l;ike 
notice of llie same, and at the lime when the tiaislee or trustees of such 

a78) 



EDUCATroN IN INDIANA. 179 

school corporation shall make the annual levy for such tax such trustee or 
trustees shall make, under oath, an estimate of the amount of supple- 
mentary tuition fund that will Ix' ro(iuired to meet the actual expenses of 
the schools for the next school year, and from such estimate said auditor 
shall deduct the unexpended bahnu-e of such fund in such trustee or 
trustees' hands on the first Monday of July, and the said trustee or 
trustees shall make a levy not larger than shall be sufficient to produce 
a supplemental revenue eiiual to the corporation as well as upon money 
capital paid in: Provided. That this act shall not apply to waterworks 
companies. 

h. FROM DOG TAX. 

And when it shall so occur on the first Monday of March of any year 
in any township in the state of Indiana that said fund shall accumulate 
to an amount exceeding one hundred dollars over and above orders drawn 
on the same, the surplus aforesaid shall be paid and transferred to the 
county treasurer of the county in which such township is located and the 
fund arising from such surplus from the township of the county shall 
constitute a county dog fund and shall be distributed among the townships 
of the county in which the orders drawn against the dog fund exceed the 
money on hand. Tliis distribution shall be made on the second Monday 
in March of each year, and if said county dog fund be insufficient to pay 
for all the live stock or fowls maimed or killed by dogs of all the town- 
ships the distribution shall be made in the ratio of the orders drawn 
against the dog fund of the townships and unpaid and unprovided for. 
which ratio shall be obtained from the report of the trustees of the town- 
ships made to the auditor of the county which is hereby directed shall be 
made by each township trustee of the county upon the first Monday of 
March of each year, which report shall show all receipts into the 
dog fund of his township, and all orders drawn against the same in the 
order in which they were drawn. And Avhen it shall occur again upon 
the second Monday in March of any year that there is a sui-plus left of 
the county dog fund after provisions have been made for the payment 
for all the live stock or fowls killed or maimed, of all the townships of 
the county, such surplus shall be distributed for the schools of the county 
in the same manner the common school revenue of such comity is dis- 
tributed. 

c. FUOM LIQUOR LICENSE TAX. 

The money and income derived from licenses for the sale of intoxicat- 
ing liquors shall be applied exclusively to furnishing tuition to the com- 
mon schools of the state, witliout any deduction for the expense of collec- 
tion or disbursement. 



<L FROM INTEREST ON CONGRESSIONAL TOWNSHIP FUND. 

The revenues derived from the congressional township fund are dis- 
tributed by the county auditors to the townships and counties to which 
they belong. 



ISO EDUCATION IN INDIANA. 

B. SPECIAL SCHOOL REVENUE. 

1. vvd)M lo(;al sources. 

(I. FROM LOCAL TAXATION. 

'i'lic trustees of the several townships, towns and eities shall have the 
power to levy a special tax, in their respective townships, towns or cities, 
for the construction, renting, or repairing of school houses, for providing 
furniture, school apparatus, and fuel therefor, and foi- the iiaynient of 
other necessary expenses of the school, except tuition; Iml no tax shall 
exceed the sum of fifty cents on each one hundred doll.-irs worth of tax- 
able property and one dollar on each poll, in any one year, and the iiironie 
from said tax shall be denominated the special school revenue. Any tax- 
payer who may choose to pay to the treasurer of tlic township, town or 
city wherein said taxpayer has property lial)le to taxation, any amount of 
money, or furnish building money for the construction of school houses, 
or furniture or fuel therefor, shall I)e entitled to a receijit therefor from 
the trustee of said township, town or city, -which shall exempt such tax- 
paj^er from any further taxes for said i)uritoses, mitil the taxes of said 
taxpayer, levied for such purposes, wouhl. if not thus ]»aid, amount to 
the sum or value of the materials so furnished or amount so |)ald: Pro- 
vided, That said building materi.-ils. or furniture ami fuel, shall be received 
at the oi)tion of said trustee. 



XIV. Comparative Tables on Funds 
AND Revenues. 



The tables on folic iwiiiii' ])ag'ps give a brief survey of the growth 
of Indiana's schools. 



(M) 



182 EDVCATLoy IN INDIANA. 



TABLE A. *1'IUXC1PALS OF SCHOOL FUNDS BY CALENDAR 

YEARS. 

('iiiiniKiii ScIkioI Ciiik.i n ss'kiiiii I '/'(iirii- 

}'e(tr. Fund. ship Fii nd. 

1880 .l;(;,cnG.112 02. J?2,449.142 Git 

1 885 t;.923,854 oT 2,404,93i; 82 

1 s<J() 7.290.065 20 2,494,105 35 

1 892 7,454.032 41 2,500,761 87 

1 893 7.521.226 45 2,472,150 97 

1 .S94 7.585.228 10 2,571,935 22 

1 895 7,<;45,369 22 2,501,590 08 

1 896 7,714,433 46 2,503.998 73 

] 897 7.752,727 96 2,470,064 28 

1 898 7,799,150 75 2,504,033 26 

1S99 7.842.032 77 ■ 2,469,982 50 

1900 7.892. :{n3 52 2,467,655 53 

1901 7,925.579 50 2,464,746 83 

1902 7.978.580 70 2.465.304 64 

1903 8.0:i2.(i51 79 2.465. 98:', (15 



"^Those anioiints arc loaned by cuuiity auditors. i)ayabk' anmially at the 
end of llie borrowers" year. Cotmties must ])ny interest on unloaued 
balances. The conj^ressional principal has readied its maximum (ap 
proximately). The common school fund increases by lines, forfeitures, 
escheats, etc. 



EDUCATION IN INDIANA. 183 



TABLE B. ^REVENUES AVAILABLE FOR SCHOOL PURPOSES 
EACH CALENDAR YEAR. 

Tuition R('Vf}iiic Special Schiiiil liev- 

for Pdui'ia (-nnic J'or liii I lilnigs. 

Year Tcdcherti. h'l'iini rs, itr. 

1880 $2,943,105 77 .$1,401,891 1." 

1885 3,371,295 00 1,545,739 92 

1890 3,794,520 03 1,777,598 32 

1892 • • 3,835,918 91 1,773,735 89 

1893 4,428,207 10 1,940,462 09 

1894 4.379,060 10 2,140,847 00 

1895 4,735,088 63 2,412,507 03 

1896 4,301,413 04 2,275,857 89 

1897 4,533.316 02 2,411,351 23 

1898 4.906.839 36 2,425,340 15 

1899 5,290,217 61 2,507,825 97 

1900 5,443,092 17 2,578.046 67 

1901 5,480,400 56 2,542,460 01 

1902 5,790,002 66 2,795,352 32 

1903 6.160,381 86 3.163,011 29 



*Tliese revenues represent the January and June distributions of each 
calendar year. The June distribution is used, ordinarily, to meet the 
expenses of the schools for the first half of the succeeding school year. 
In view of this fact the sum of the tuition and special revenues set 
opposite each year above will not accord ^A'ith the total revenues 
available for school expenditure as set forth in the succeeding table 
(Table C), which shows sources for the actual school year, namely, the 
June distribution of one year with the January distribution of the 
succeeding year. Neither will these figures agree with "Table D," 
showing the expenditures. Expenditures are always in excess of the 
revenues from tax and interest sources. The sources other than rev- 
enues are private tuition charges, money realized from l»ond sales, 
school warrants, and transfers. 



184 



EDUCATIUX IN INDIANA. 



TABLE O. SOURCES OF ALL SCHOOL 



STATE SOURCES. 



III. 



Scliool Year Eiidin 
.lulyai- 



c 

"SCO 



■5 Eh 



IV. 



ij 7-: > X 

'" 3j ■t Z 



1880 
1884 
1887 
1888 
1889 
1890 
1891 
1892 
1893 
1894, 
1895. 
189(5 . 
1897. 
1898. 
1899 
1900. 
1901. 
1902. 
1903. 



$1,519,791 m 
1,408.113 49 
1,443.176 55 
1,403,412 91 
1,390,092 27 
1,440,2,55 4G 
1,453.568 01 
1,483,036 42 
1,983,348 34 
2,077.323 12 
1,980,452 20 
1,868,745 11 
1,535,429 04 
1,568,187 59 
1,559,144 91 
1,595,344 10 
1.564.955 27 
1,623,170 87 
1,698,868 59 



.$204,145 30 
211.112 19 
440.612 15 
464.140 73 
462,207 22 
476,184 31 
427,550 42 
436,924 66 
435,197 84 
436,960 17 
431.994 76 
444.400 13 
422,125 88 
437,794 99 
436.847 51 
451,055 84 
443.811 36 
423,130 68 
401.829 06 



$197,675 80 
187,162 70 
197.748 14 
218.118 93 
199.165 22 
180.188 30 
213.464 60 
191,761 17 
157,246 10 
161,906 62 
153,169 95 
1.")4.817 02 
162.729 63 
148,744 53 
167,748 68 
147,456 01 
153.145 27 
139,059 59 
144,981 53 






$1,921,612 76 
1.806.388 38 
2.090.536 84 
2.085,672 57 
2,051.464 71 
2.102,628 07 
2.094,583 03 
2,111,722 25 
2,575,792 28 
2,676,189 91 
2,.565,616 91 
2,467,962 26 
2,120,028 55 
2,154,727 11 
2,163,741 10 
2,193,8.55 95 
2,161,911 10 
2,185,361 14 
2,271,570 59 



VI. 



O' c " 



$2 71 
2 51 
2 80 
2 74 
2 71 



2 76 

3 31 
.i 36 
3 17 
3 08 
2 89 
2 87 
2 86 
2 !I0 
2 73 
2 88 
2 91 



Notes on Above Tahi.p;: l. In cnlniiins II. III. \'ll. \lll. IX. XI the sourcfs <if the 
revenues actually used are the .laiiii.-iry disn-iljiition of any year, toj^'etlu-r witii tlic .luiic 
distribution of the previous year, not ihr two distributions of a calendar year. The school 
year embraces the last half of one and the first iialf of the next calendar year. 

2. In column IV the current year is used. 'Die comri-essional interest remains alioiit 
the same from year to year. 

3. The table shows that the state's participation in education is about the same per 
capita each year, whereas the local support has more than doubled in the period from 1880 
to 1903. 



EDUCATION IN INDIANA. 



185 



REVENUES IN INDIANA. 



LOCAL SOURCES. 



vn. 


VIII. 


IX. 


X. 


XI. 


XII. 


XIIL XIV. 


'i 

■2 IS 


0) 


"o 






0'*-' " 


-ji 

j_ S !J 


Mil 


-J o 


fei 




PC £ s s 


H 01 

o t> 


2 2,:/. 


- rt'-^- 




S 2 


C OJ 


a°2 


S 2 P S § 


S 0/ 


Cfi iJ C 


?-"i 


^xlS 


J . 


f^ 


:rj 


h:; 


Eh 


w 


^ 



$589,093 21 


None. 


$1,461,891 15 


$8,986 36 


$193,512 15 


$2,253,482 87 


$3 18 


$5 89 


806.415 35 


None. 


1,410,091 09 


20.969 11 


279,885 89 


2,517,361 44 


3 50 


6 01 


951,979 78 


None. 


1,546,659 90 


31.377 11 


331,256 59 


2,8(il,273 38 


3 84 


6 64 


1.008.072 56 


None. 


1,615,386 52 


22.202 16 


344,342 79 


2.990.004 03 


3 93 


6 67 


1.001,032 68 


None. 


1,567,921 46 


31.743 07 


346,652 83 


2,947,350 04 


3 87 


6 60 


1,172,232 39 


,%45,752 61 


1,777,500 85 


11,474 30 


337,779 83 


3,344,739 98 


4 42 


7 06 


1.370.799 85 


57,187 13 


1,705.727 94 


26,421 78 


353,155 40 


3,513,292 10 


4 56 


7 27 


1,408,336 64 


67.789 30 


1,689,135 64 


18,872 50 


358,407 04 


3,542,541 12 


4 64 


7 40 


1,051,796 08 


43,714 74 


1,810,417 39 


25.1!)2 54 


391,554 56 


3,322,675 31 


4 28 


7 59 


1,433.792 75 


18,(530 54 


2,048,179 03 


18,646 14 


395.029 80 


3,914,878 26 , 


4 92 


8 28 


1,562,155 75 


17,421 69 


2,415,600 44 


20,937 54 


396,160 00 


4,412,275 42 


5 45 


8 77 


1,472,016 56 


15,713 81 


2,239,349 44 


12.671 83 


377,937 72 


4,117,()89 36 


5 15 


8 24 


1,770,816 24 


15,545 71 


2,316,077 11 


27,588 58 


344.492 17 


4,474,519 81 


6 09 


8 98 


2,228,546 40 


26,926 47 


2,493,610 32 


29,712 31 


386,637 07 


5,165,432 57 


6 89 


9 76 


2.489,396 06 


15.638 45 


1,855,543 91 


30,686 88 


401.243 70 


4,572,509 00 


6 32 


8 92 


2,599,262 95 


151,744 65 


1,838,022 79 


19,460 42 


426,670 37 


5,035,161 18 


6 67 


9 56 


2,687,931 96 


96,265 24 


2.557,590 51 


29,405 41 


436,946 64 


5,808,139 76 


7 68 


10 54 


2,706,923 83 


87,873 67 


2,535,696 45 


52.403 86 


487,601 09 


5.870,499 50 


7 78 


10 63 


3,285,490 06 


106,806 79 


3,163,011 29 


83,467 74 


496,514 92 


7,135,290 80 


9 29 


12 20 



4. The per capita of revenues as above, column XIV, does not accord with the per 
capita cost of education (Table D). This is due to the fact that there are sources and ex- 
penditures which do not come through the regular channels of school taxes and revenues, 
e. g., tuition pai<l l)y private parties for the privilege of sending a child from one corpora- 
tion to another. The per capita distril)ution of school revenue is never a measure of the 
per capita expend itrire. The whole ol»,iect in making this table is to show the relative 
degrees of participation of the state and hical corporations in raising school revenues. 



186 



EDUCATION IN INDIANA. 



TABLE D. EXPENDrilKES FOR THE .MAINTENANCE OF COM- 
MON AND IIKill SCHOOLS. CO.MrAKATlVE TABLE. 

Note. — This table takes im accouiil ol' e.xiteiulitiires for the state's 
higher institutions. 

Total l\r Viipita Per Vainta 

Expen (lit It ye ExiteixJ Itn re Expe nditii re 

for (III School on School 

year. School.^.* Einimcratioii.* EnroUment* 

1897 .l;T.(tl>(;,085 13 $10 25 $13 96 

1898 7.840,139 24 10 39 13 85 

1899 S.18S.088 74 10 83 14 70 

1900 8,182,526 72 10 82 14 48 

1901 8.444.267 5(5 11 14 15 16 

1902 9.405.513 14 12 34 16 78 

1903 9.001.r.45 41 12 90 17 66 



^These items sliow all expenditures from the school funds (state and 
local). They do not take account of the following, paid from funds 
outside of school revenues: 

(a) Annual salaries of township trustees from town- 

ship funds (approximated) $80,000 00 

(b) Compulsory education expenses from county funds 36,000 00 

(c) Salaries of county superintendents I'niiii county 

funds (approximated) 92,000 00 

(d) Funds realized from the sale of local school lionds 

for building purposes No data. 

(e) Amount paid by counties out of county fund for 

county inst itutes (1903) 8,462 40 

(fl The total expended on account of items above (a, b, c, d, e.) 
will approximate $500,000 annually, which added to the 
"total expenditures," would raise the per capita accordingly 
each year. 

TABLE E. TEACHERS' WAGES— COMPARISON. 





Total Ex- 
pended KOK 
Teachers. 


Average Yearly 
Wages of 
Teachers of 
All Grades 
and High 
Schools. 


Average Daily Wages. 




In Townships. 


In '{'owns. 


In ( "ities. 




Males. 


Females 


Males. 


Females 


Males. 


Females 


1897 


$4,516,658 40 
1,702.:! 17 :« 

i.soo.iifu m 
r>.()2;i.4si Tt 

4.9:i(l.292 97 

r,.4s:{.!):js oi 
(;, 122.075 17 


%m 07 
:n2 Ki 

:m !»8 
:i2i (W 
:«)s 5.1 
:i4i 91 
;i8i (i5 






'*" ' 
.S2 99 

:i 08 

.'i 0(i 

.•i i:{ 
;i 21 








1898 
18i»!) 
1900 
1901 
1902 
1903 


* 

$2 10 
2 11 
2 14 

2 :w 
2 4;} 


* 
$1 90 
1 94 

1 94 

2 2(1 
2 27i 


* 
$2 04 
2 m 
2 07 

2 ■.^2 
2 ;^9 


* 
$4 ;« 

4 -iX 

4 ;« 

4 U 

4 49 


* 

$2 33 
2 56 
2 34 

2 72 

2 77 



♦The statistics for 1898 are 
classes of males and fcnialfs: 



given for all toachor: 

in townships, S1.;»S: 



iTi cacli corporation— not divided into 

n towns, S2,:!2: in citii's. $2.58. 



EDUCATION' IN INDIANA. 187 



'I'AliLE F. PAY OF TOWNSHIP TRUSTEES. 

A won lit Paid 

Tnigfcc.s for 

MiDiauing 

JSdnritfioiial 

rear. Affnirft. 

1897 $87,007 (J4 

1898 89,967 77 

1899 110,122 90 

1900 103,818 61 

1901 109,975 OS 

1902 87,049 58 

i;X)3 95,287 55 



TAHLE f4. 

Fear Unitmerntio)/. EiiroUnK'tit. Affeiidanee 

1880 703,558 511,283 321,659 

1885 740,919 504.520 332,740 

1890 *770,722 512,955 342,275 

1892 776,963 511,823 360,604 

1893 *795,250 510,009 '350.963 

1894 *808.261 541,570 392,689 

1895 *798,917 529,345 392,015 

1890 734,040 543,005 401,702 

1897 749,902 551,073 402,747 

1898 754,945 500,157 t432,931 

1899 755,098 550,651 424,725 

1900 756,004 564,807 429,560 

1901 757,084 556,731 420,276 

1902 761,801 560,224 423,078 

1903 767,436 560,523 424,007 



*Fi'om 1890 to 1S95. inchisivc. tlio cimmeration lists wore "padded." The 
new law on this siihji'ct maizes it difficult to return an incorrect list. 

tTlie best attendance is sliown in 1898. This was due to the then new 
compulsory education law. 



ISft 



I'WrcATiny jx fXDf.\x.\. 



thr I 



'lie rollowin.i;' Tnlilc 
ici' capiT;! Iicldii^'iii 



TABLP] II. 

<li()\vs total aiiKninl of scliool fuiid since ISCi'. ami 
t(» each child of school auc in tlir State: 



}'iii r. Enumirdtidii. 

is(;2 r)'_>,s.r),s:! 

1S(;4 .V>7.(ti>L' 

18()() o.V.t.TTS 

ISliS oD^.Slio 

INTO C.IM.ti-JT 

isTii r,:\\ .:>.','.) 

1S74 (ir,4.:',(;4 

isir. (;(;7.7.".<; 

1X7(1 (;7!>.L':!(! 

1S77 (■.•»4.7(m; 

1S7.S (uc.t.i.-.:; 

1870 7(lS.l()1 

1880 7o:i.r)58 

1885 740,949 

1890 770.722 

1892 770.90;! 

I.s9;i 79.-..2r>(; 

1894 ,S(>8.201 

189.-) 7!»8.917 

189(5 7:',4.(;4(i 

1897 749.9(12 

1898 7r.4.94.-, 

1899 7.V..(;9S 

19(1(1 7.")(;.(l(l4 

19(M 7r)7.(;8l 

l'.>02 701.8(11 

1903 7(;7.4:!(; 



Total Srhnol 

Fit lid 
CininiKin mill 


Pir 

('mil til 
of F mills 
oil Fiiii- 


DIsti 
l'po)i 
of F 

I 

Cii 

o)l 


i-ri'xt 
■iliiiti'd 
/ill sis 
mills 
'I'r 
til til 
Fiiii- 


Coiiiiyi'sxioiia 1 . 


ttii'fii 


tloll 


nir rut lull . 


.^7.i9;!.ir,4 


91 


.$13 


01 






7. 778. !>.">.") 


94 


13 


9(; 






7.(;ii.:',:!7 


44 


13 


.-)9 






8.2o9..",41 


:!4 


13 


93 






^^S.r)7.'i.(l47 


49 


i:'. 


84 






s.4:',7.r.9:! 


47 


1."! 


.">0 






s.7ii.:!io 


0(1 


i:; 


:;i 






S.799,191 


04 


i:; 


IS 






S.,S7(>.872 


43 


i:! 


(Id 






S.924..-)70 


.34 


12 


s.-, 






S.974.4.V) 


.->.-> 


12 


8.-> 






9.(li:',.(l(!l 


7.-) 


1 ■' 


73 






9,(H;r).2.">4 


73 


1 2 


ss 






9.:52S.791 


39 


1 ■' 


.-.9 






9.784.170 


.-).-> 


12 


09 




.70 


9,9r..-).894 


28 


1 ■' 


81 




. 77 


9.99.",.;',77 


42 


1 2 


.-.( ; 




. 7.-) 


i().ir.7.io:> 


;>•> 


1 2 


.")( i 




. 7.-| 


1(>.14().9r)9 


3(» 


12 


70 




.70 


l(l.218.4.T2 


19 


i:; 


90 




. s;', 


10.222.792 


24 


i.'j 


o;; 




t.82 


1(i,:!(i:!.lS4 


01 


i:; 


0.3 




t.82 


10.:!1 2.(11.-, 


27 


i:'> 


04 




-;- . 82 


l(i.:;.-)9,9(;9 


(1.-. 


i:i 


70 




t . 82 


i(i.:!!>(i.:;2(; 


.".:> 


l."> 


71 




t.82 


1().44:!.88.-, 


34 


i:; 


7(1 




t . 82 


1(1, I9S.71C. 


(19 


i:: 


c.s 




V . S2 



'It is believed tiiat llie liuill-es I'ol' |S70. wllicil were lakel 
I'eporl. are not .-lecurate. 



'roni a I'oi'iiier 



It is appai'eiit llial llie ui'owlii in Ihe scliool I'nnds can no longer exceed 
the ,ui-o\\ 1 1 1 in school ennnieralion. l-'oc s-ven ye.-irs l he jier capil;i disi ri- 
))ntion njion the basis of llie interest I'runi the funds has bt'en the same 
anionnt, nanielv. S:_' cents. 



HDUCATION IN IXPfANA. 



180 



'J'ABLE I. ADDl'JIUXS TO CUM.MON .SCHOOL 

Fill IS lialinici' 

.. iiikI from Other 

^ <'">' Forfi'ifiircx. Soiirrt's. 

1880 $48.!>10 48 .$8,48'J 07 

1881 4a.2(;2 (•>'> .-{.848 52 

1882 r);:!.5!»l 5!) 2(j,(j44 OG 

1883 ;-,4.47() U:>, 4,300 21 

1884 .",8,220 4r, (;.<):',<) 1 1 

1885 4;»,8<i(» 77 (;.(;(;4 28 

188(5 57.U07 !)1 4.4(J5 27 

1887 ('.8,423 30 14.143 70 

1888 70.(J17 08 13.1(;7 V>(\ 

188!> 44,01)4 .->8 I2.(;i);» .-,(; 

18'-><» (•,8.2(18 Ki 14,455 88 

18'J1 (JIJIO 07 !»,18!» 97 

185>2> 71,100 23 11,134 80 

1893 57,120 95 9,473 09 

1894 58.839 43 5,102 22 

1805 59,909 57 14,807 00 

1890 .57,119 03 11,945 21 

1897 34.7;!8 97 7,919 73 

1898 41,082 94 4,7.39 85 

1899 .•{0,705 .53 8,477 24 

1900 44,858 23 0,439 04 

1901 .34,.309 12 2,098 40 

1902 43,444 43 9,700 77 

1903 41,433 82 1l',o8o i»0 



FUNDS. 



Total 
Additions. 

.$52,400 15 
47.111 17 
80.235 05 
58.771 14 
05,1.59 57 
.50, .525 05 
02,373 18 
82,507 00 
83.784 08 
50.7!)4 14 
82,(J(j4 04 
70.900 04 
82.241 09 
00..594 04 
O4.(lol 05 
74.830 o;! 
09.004 24 
42,0.58 70 
40,422 79 
4.5.242 77 
51.297 87 
37.007 58 
53.151 20 
53,514 72 



!!)() EDUCATION IN INDIANA. 



TABLE .1. SCHOOLHOUSHS. NUMBER OF TEACHERS AND 
SCHOOL TERMS. 

XiinibiT Arcrai/r 

of XnDibi'r Leiigtii ni 

School- of Schoo/ ill 

i'eiir. houses. Ti'iu-hcrs. Daijs. 

1880 9,647 13,578 i:5C. 

1885 9,877 13,254 127 

1890 9,907 13,278 130 

1892 9,873 13,549 132 

1893 10,007 13,896 No data. 

1894 9,327 14,071 No data. 

18«J5 9,327 13,869 No data. 

18<m; 10,051 14,884 No data. 

18!)7 10,053 15,052 136 

1898 9,754 16,228 144 

1899 9,983 15,488 149 

1900 10,038 15,617 152 

1901 10,003 15,979 140 

1902 *9,987 16,039 14(; 

1903 9.375 16,041 tl37 



^On acconiit of school coiisolidatioii we liavc prolcilil.v reached onr niaxi- 

imini iuinil)er of schoolliouses. 
i'l'he increa.se in teachei's' wages has tended t(i (h'ci'oase the h'n,:;1h of 

school terni. 



SECOND DIVISION. 



SECONDARY EDUCATION. 



(191 



I. High Schools. 



A. COMMISSIONED HIGH SCHOOLS. 



1. UEXERAL STATEMENT. 

riidiaiia is justly proud of her liic^h school system. She has 
704 hiii'li schools each eiii])loyin<i- two teachers or more. Add to 
this an estimated iiniiihcr eiii])h»yiii<>,' one teacher each and the 
grand total will rcvich ;d)ont 1,000, or approximately one high 
school for each to\viishi]>. We have high schools accessible to nearly 
every child in Indiana. 

The law makes it necessary for every school officer to provide 
high school facilities at home or in lien thereof to transfer eligibh; 
pn])ils at ])nl)lic ex])ense to cor])orations maintaining them. 

The following- is a snmmarv of hii>li school statistics: 



13— Education. (193) 



194 EDUCATION IN IX DIANA. 

(I. HIGH SCHOOL STATISTICAL SHAI^LMiV. 
V.Mi. 

L Number of coiniiiissidiicd and non-cuuimissiom'd hi.iili 

schools ill IiKliaiia liaviiiu' two <ir more teachers Tti."> 

2. Xiuiilier of high schools liaviny one teacher, about 24<! 

:;. Number of commissioucd high schools 18.1 

■I. Number of graduates (l'.Kt:i) from iioii-coiniiiissionod 

high schools 1.344 

~^. Number of graduates (l!Mi:!l from coiiiiiiissioiied liigh 

schools 3.090 

(i. Number of iiujiils cnrdlled in iiou-coniniissinned liigh 

schools 13.305 

7. Total paid teachers in noii-coinmissioned liigh scliools $248,787 21 

8. Total iiaid during tlie yr.-ir for libraries, appliances. 

stoves, furnilnre, etc. not including .jani1(.rs' serviee. . 37,001 42 
0. Total curreiil or annual cost of maintaining non-com- 
missioned liigli scliools 28.J.78S (»3 

10. Average cost per pupil in non-commissioned high schools. . 25 00 

11. Number of pupils enrolled in commissioned high schools. . 23.330 

12. Total paid teachers in commissioned high schools .S.">7i».8(i:'. l»(i 

13. Total paid for a])pliancrs. reference ))oo]<s. stoves and fur- 

niture in coniniissioiied high scliools 01.4(>5 42 

14. Total current or annual cost of crjinmissioiicd higii 

schools (;32.2()0 32 

15. Averagi' cnrrenl cost per jpiipil in coniniissioiied liigli 

schools :!3 (to 

1(>. Number of teacliers eiiiployed in coniniissioiied liigh 

schools 081 

17. Xumlier of teachers employed in non-coimnissioiied high 

schools 848 

18. Average yearly w.ages of teachers in comniissioiicd high 

schools -1^720 00 

10. Average yt-arly \vag<'s of teachers in non-coinniissioned 

high schools 4.32 00 

From the fig-nres given nl)n\e it is evident that tln^ state is 
eonceriied in a large way with seeoiuhiry education. It is im- 
portant, therefore, that the work he carefully siijiervised to avoid 
waste and incompetent iiisi ruction. 



EDUCATIUS IS lyDIANA. 195 

i ' COUKSE OF STUDY FOR COMMISSIONED HIGH 

SCHOOLS. 

Adopted May 14, l'JU4. 

(I. INTRODUCTION. 

The following course of study for the couiinissioned high schools 
of Indiana was adopted hy the state board of education, May 
14, 1004. It is a revision of the course adopted in 1898 and 
revised in 1902. It provides for reqtiired work as follows: 

Three years of language, three years of history, three years of mathe- 
matics, two years of science, four years of English, and electives to 
complete a full course of four years. It is not intended that the course 
should be an absolute one, but that it should guide local school officers 
and teachers and form the basis of a minimum course. For example, 
the option is given in the first year to study either botany or zoology, 
or one of four languages. In the third year to pursue the study of 
English history throughout the entire year, or to divide the year between 
the French and English history; in the fourth year to study either 
physics or chemistry, or both, or to carry throughout the year any one 
of a number of electives. It is the desire of the board to have a few 
subjects contained throughout the entire course rather than a great 
field of subjects each through a brief period. It would not seem advisable 
to drop one year of English for the piu-pose of substituting an elective, 
nor does it seem advisable to drop one year of history and substitute 
an elective in a different department. A course of study containing few 
subjects pursued throughout the entire high school course has many 
advantages: First, It gives excellent training, scholarship and discipline 
in a given subject. Second, It malvcs necessary fewer teachers. Third. 
It requires a smaller library and equipment. The board recognizes the 
fact that a great many students do not continue their education beyond 
the high school. For that reason, the option is given of substituting 
commercial arithmetic or bookkeeping for solid geometiy. It is the 
intention of the state board of education to inspect as many of the com- 
missioned high schools each year as it is possible for them to reach. 
The points of interest to them are those required of all commissioned 
high schools, namely: First. The character of the teaching must be 
satisfactory. Second, The high school course must not be less than 
thirty-two months in length, continuing from the eighth year. Third, 
The whole time of at least two teachers must be given to the high schoo. 
work. Fourth, At least one of the high school teachers must be a college 
graduate. Fifth, The pursuing of few subjects throughout the entire 
course, rather than many covering short periods. Sixth. A library ade- 
quate to meet all the demands for reference work and general reading- 
supplementary to the regidar text books. Seventh, Laboratories fully 
equipped to do all of the necessary work in the sciences pursued in any 
given high school. Eighth, No science should be taught for a term of less 



196 



EDUCArrnx rx txdtaxa. 



llian "iiic ycjir. Xiiilli. Adinissicn lo llic lii.uli sclioul imisl he uivcii only 
lo iliosc who li.-ivc I'oiuiik'tt'd io tlic entire satist'arlion ol' Ihc school oltici'i-s 
and teachers, all of the work of the grades. Tenth. The lii.uh school 
huildin.u nuist l)e kept In j;()od or(h'r. the sanitary appliances ade(inate. tlie 
heiitln,u- and li.nhting- good, and oiitlionses and indooi- closets clean and 
sanitary. Eleventh. All courses leading to college entrance should pro- 
vide at least three years of foreign language, t^f't' outline. i Twelfth. 
Psychology, sociology and jjolitical econouiy should not lie taught in high 
schools. Thirteenth, Beginning with the school year I'.in;; e.-ich high school 
must have in its faculty at least one graduate from an acceptable normal 
school, college or university. Koui'teenth. The course of study must be at 
least a fair equivalent of the following: 

b. UUTLIXE COURSE. 



First Year. 


Second Year. 


Third Year. 


FocRTH Year. 


(Kequirtnl.) 


Algebra, one-half year. 


Plane Geometry, one- 


English. 




and Plane (Teometry, 


half year, and .Solid 






one-half year, or Con- 


(Teometr.v, one - half 


American History 


Algebra. 


crete (Teometry, one- 


year. 


anil Civil (iovcrn 


half year. (Elective) 




ment. 








Physics (II- ( 'hern ti-y 


Botaii.v or Zoology. 




English. 






English. 




Electives— 
Physical Geogra- 


Engli.sli. 




History of England, 


phy. 

(ic.ildgv. 




History of Greece, one- 


one year, or French 




Language— 


half year, and His- 
tory of Konie. one- 


andEnglish History, 
one year, lone - half 


Commercial Arith 
mclic. 


(a) Latin, 


half year. 


yeai' each, i 


(h) (Ternian, 








(cj French 






Hookkeeping or 


or 






Language, one 


(d) Greek. 


Language; 


Language. 


year. 



c. DETAILED COT' USE. 
Science. 

Systematic instruction in one oi- more branches of natural science is 
an I'ssential i>art of the high school curriculum, but it should not be 
attempted unless a skille<l teacher is availalile and i)roiier facilities for 
laboratory woi'k can be proviiled. The chief ob.jecl of science teaching 
in the high school is not to imparl inrorni.ation or .•itlempt scientilic train- 
ing, but raHier to ti\ the interest of the pupil ui>on natni'.-il phenomen:i. 
to develop his powers of observation, and 1o cnlli\ale lln' scjeiilitic sjiiri! 
of accurac.v and truthfulness. 

The choice of subjects to be taught should be made deliberately, for 
delinite reasons ••ind then adiicn d Io: il should nol be accidental to the 
wishes or convenience of leachers whose services may be of a temi>or:iry 
character only. At least one of the leachers in the high school should 
be emjdoyed because of specijil training and tiliiess Io adniinisler the 
particular science sub.iects of ihe cui-ricTdum. 



EDUCATION IN INDIANA. 197 

Wherever po8sil»le u separsite rocnn should be provided for laboratory 
work, supplied Avith proper desks or tables and with cases for storing 
of apparatus. The equipment should be kept clean and in order. It is 
destructive of a proper estimate of the value of science study if the pupil 
is not made to respect and value hi,i;idy all of the tMiuipnient and supplies 
furnished for that imrpose. The eiiuipnient should be well selected, 
simple and for use.* 

A common mistake in presenting science to high school pupils is the 
attempt to do too much. In most instances the amount of time, the char- 
acter of equipment, the capacity of the teacher and the character of the 
pupil forbid the attempt to do more than teach some of the elementary 
principles of a science. Scientitic theories which are not Avell established 
should be avoided and the attention of the pupil directed to a study of 
ob.iects and phenomena, of causes and results and of relations. Intelligent 
note-taking and recording of work performed should be cultivated. 

Not less than one year's time should be given to any particular branch 
of science. 

BOTAXV. 

Only certain phases of botany can be profitably pursued in the high 
school. It is advised therefore that these be emphasized rather than that 
the work be extended. Much harm has been done both to science and to 
the pupil by the attempt to include in the high school coiu'se work which 
ca]i only be given with i)rotit in the college or university. 

Plants as living things may obviously be studied in any one of thi'ee 
ways: 

MurjthoJoiiti. 

The general appearance of plants (form, color, gross anatomy, etc.). 
and their more evident .-idaptation to their suircnmdings, animate and 
inanimate, may be olisei'ved. At the i)resent time this way of studying 
plants is the only one which i>upils at the average high school, or at 
many of the commissioned high schools, can protitably attempt. It is 
known as the general morphology of plants. In this course, which shoidd 
be as much as possible out of doors, the pupil should observe the young 
as well as the old plants, not merely as individuals, but as parts of the 
general scheme of nature, noting the conditions of soil, light, moisture 
and exposure imder which they live, and their adaptation to these condi- 
tions. For the Avork of this course either Gray's "Structural Botany" 
(American Book Co., New York), or Coulter's •Tlant Studies'' (D. Appleton 
(S: Co., Chicago.), may serve as a guide. These should be supplemented by 
such works as Kerner's "Natural History of Plants" (Henry Holt & Co.. 
New York), or C')ulter's -'Plant Relations" (D. Appleton & Co.. Chicagoi. 

AlKltdlllll. 

The constructive elements of plants may be studied, noting not merely 
the form and the arrangement of the parts, but the tltness of each ele- 
ment, and the suitableness of each arrangement of elements to meet 



*(Memhers of the fioard nf (■(hicatioii will bt' sjlacl to give adviee in such matters when 
requested.) 



198 EDUCATION IN INDIANA. 

external conditions, larg-ely those of a physical natnre. such as mechan- 
ical strains, the foi'ce of .gravitation, etc. Only in the most advanced 
high schools as yet can ])ni)ils profitably undertake tlie study of the 
microscopic anatomy of plants and the study of jjlants which, because 
of their minute size, must be examined under the microscope to be known 
at all. Some knowledge of the fundamental principle of physics will In- 
necessary before such a course is attempted, not only that the pupil 
may understand the instruments with which he works (lenses). l»ut also 
the mechanical and other principles involved in every plant strnctnr(>. 
even the simplest. The state board of education distiuetly advises a.uainst 
the introduction of microsco])ic anatomy into the high school course in 
botany except when the teacher in charge has been well trained for the 
work and the apparatus is ample and appropriate. Assuming that the 
subject is given one-fourth of the pupil's time during one year, the second 
course may be made to cover the folh'wiiig topics: 

1. The Typical Plant Cell. — A study of its structure, general comjjo- 
sition. contents, form and methods of multiplication. 

2. Unicellular Plants.— A study of the general structure and main 
facts of growth and reproduction of yeasts and protococcus. 

3. Multicellular Plants. — Noting tlie :irr-ingemenTs of cells togetlu'r. 
the effect of such groupings on the niunbers of the groups, the mechanical, 
physical and physiological results of such groupings and the modes of 
re]>roduction as shown by: 

a. Si)irogyra (common i)ond scum) cladoi>hoi-a. chara or nitella. 

b. Mucor (bread mold). 

c. The rusts and mildews. 

d. A moss. 

e. A fern. 

g. Flowering plants. 
The character and scojie of desiral)le work under these various heads 
is iiidicat(Ml with sufficient accuracy in tlie various text-books in botany 
on the market. Additional books recommended for this course are 
"Spalding's Introduction to Botany" (D. C. Heath iK: Co.. New York). 
Atkinson's "Elementary Ilotany" (Henry Ilolt & Co.. New York). '"Piot- 
any," L. II. Bailey (The Macmillan Co., New York). Sedgwick i^- Wilson's 
"Biology," Goodale's "Physiolo.gical I'.otnny" (Anu'rican Book Co., New 
York). Arthur, Barnes and Coulter's "Ilandltook of Plant Dissection" 
(Henry Holt & Co., New Yoi-k). Bergen's "Elements of Botany" (Rinn i^- 
Co., Chicago). Bower's "A Course of Practical Instruction in liotany' 
(Macmillan t'c Co.. New York). Strasburger. Schimper. Sclienck and Noll's 
"Lehrlnieli (]>■]• Botanik." lOnglish I i-anslalion ( Al.'icniillan vV ( 'o.. New 
Yoi'l<). 'i'lie followin.a appni'mns wctuld lie i'e(|nire(l for the etlicienl jirose- 
cution of tliis course: ('oni|)ound microscopes, one foi- each pupil during 
his stay in tiie laboi'atory, but by dividing the class into small sections 
the total number of microscojies need not i)e large. 'I'he B.-iusch iK: Bomb 
Optical Co., Rochester. N. V., or ]lie ('and)iMd.ge Botanical Suit])l.v Co., 
Cambridge, INIass. (who will iinpoii foreign instruments, duty free, for 
school), can furnish snit.-ible microscopes from ^'21 npw.ii'd in pric«^ 
Cheaper ones are untrustwoi-thy. In addition will be needed: 



EDUCATION IN INDIANA. VM 

Glass slides, about 75 cents per gross. 

Cover glasses, 75 cents per ounce. 

Razors, $1 to $1.50 each. 

Camel's hair brushes (small), 20 cents or more per dozen. 

AVatch glasses (flat on bottom), 25 cents per dozen. 

Dissecting needles (self-made by forcing sewing needles into slender 
handles). 

Fine pointed forceps, 15 cents to 75 cents per pair. 

Chemical reagents, such as iodine, glycerine, potassic-hydrate. 
potassic-iodine, and a few stains such as fiidisin, eosiii. saffanin. costing 
in all about $5.00. 

I'liilsUiJoijII. 

The plant at work may be studied, considering both the nature of the 
work done and the means by which it is accomplished. Tlie most im- 
portant facts of plant physiology should be presented by thi^ teacher 
to classes studying plants in either of the ways already described; but 
the study of plant physiology itself should not be attempted in the high 
school, since the conditions necessary for successful experimentation can 
not ordinarily be provided, and especially since the antecedent training in 
chemistry and physics essential to a comprehension of the (piestions 
involved can not have been given under high school conditions. 

Zoology. 

Assuming that one-fourth of the student's time for one year is devoted 
to the subject, the following sclunne may be followed: 

Fall and Avinter, a study of comparative anatomy of a series of ani- 
mals, beginning witli the lower types. In this the organism as a living 
thing may be considered, and then its parts, noting the division of the 
body into definite organs and systems for definite functions, and tlie 
gradual increase in complexity and efficiency of these organs and systems 
as the higher types are reached. Detailed outlines for the study of indi- 
vidual forms are to be found in Nos. 1 and 2 of the l)Ooks mentioned 
below. The spring may be taken up with a more detailed study of some 
group of local representatives of animals most familiar to the teacher. 
In this connection frequent excursions must be taken, and especial atten- 
tion paid to the variety of species found, the character differing most in 
the different species, the peculiar surroundings in M-hich each one lives, 
the peculiarities that tit each one as to its peculiar liome; the habits of 
each species, the coloration of each species as comjiarcd witli its surround- 
ings, the comparative number of individuals of eacli species, the difference 
between individuals of the same species. For this purpose Nos. and 7 
of the books given below will be found useful. 

All of the books mentioned below should be accessil)le in tlie laliora- 
tory. Each student should be supplied with 1 or 2. 

1. Elementary Riology, Royer. About $1.00; pultlished by D. C. Heath 
& Co., Chicago. 

2. Elementary Les.sons in Zoology, Needham. Al)()ut $1.25: published 
by American Rook Co., Cincinnati. 



200 EDrriTinx TX txdtaxa. 

:',. Klfiiicutary lUoJd.Liy. I';ii-kci'. Aliout .S2.r)0: imblislicd by ^laciiiill.in 
».^ ("().. Xrw York. 

4. Invertebrate Morpholo.uy. .Mac.Muricli. About .S4.(M>: pulilishod liy 
Henry Holt & Co., Boston. 

."). Comparative Anatomy of Vertebrates, \\'ir(lers«4ieini. About $3.r)0-, 
published l)y Macmillan & Co.. New York. 

(). Manual of Insects, Comstock. About $4. (Mi; ]iublislu>(l l)y Comstock 
I'ublisliiui;- Co.. Ithaca, N. Y. 

7. .Mamial of Vertebrates. .lord.-in. ^•2.7>i\: published liy Mc(4ur.i;' \- 
Co.. Chicago. 

8. Colton's Practical /oolo.uy. so cents: I). C. Heath i^t Co.. ChicajiO. 
!>. Holder's Elenu'iits of Zoology: published l)y D. Aiii)leton Co.. 

CJiic-iiio. 

1(1. I'r.-ilt's Invertebr.-ite Zooloyy: ])u1ilished l)y Cinn iVc Co., Boston. 

11. .lordan and Kellou-y's Animal Life; pulilislicd liy I>. .Vpidctoii iV 
Co.. Chicago. 

A /iiKiral IIS far <t Class nf Ten. 

A Avell-lighted room with table space of •JVL-xlV' ffet for each student. 

Two compotmd microscopes, at .$27.00. Bauscli & Lomb. Kochestir. 
N. Y. AAB2. 

Five dissecting microscoiies. at .$.1.00. r.;iiisch it Lomb. Unchester 
N. Y'. Improved Barnes. 

One scalpel, one pair small scissors, one pair forceps, one blow iiipc. 
hand lens, mounted needles. Five sets at .$1.00. To be had put up in 
small box form from F. II. Sargent i<t Co.. Chicago, or I'.ausch iV l.ouib. 
Ito(4iester. N. Y. 

Alcohol may lie iiurdi.-ised for scliools ;it ab(Uil .")0 cents per gallon. 
Aitpbc-ition should be made to some distillery to set aside ten gallons or 
more for withdrawal, duty free. A Itond must lie given for twice lh<' 
••imuuiit (if the tax of the alcohol to lie so withdrawn. Printed instruc- 
tions may lie secured from the m'arest c(»llector of internal revemie. 

Pttysics. 

It were lietter that lliis science lie l(4't out of the higli srhonl curricu- 
lum tlian to entrust its pi-esent;ition to a tcaclier who has not h;id speci.-il 
lr;iining in .i jihysical labor;itoi-y. If jiliy-^ics can not lie taught widl, 
stibstitule for it ;i science that can be. It makes not so much (inference 
wliat is laiiglit as how il is lauglit. 

Physics is an exiieriniental science, and must be tauglil largi'ly liy 
exiieriment. This means tiiat eacli iiigh scliool must liave a supply of 
physical :ii)])aratns. But the aniduni that is aclu.aliy re(piired is much 
less than is gener.illy supiioscd. Willi ll:c aid of Ihe .apii.aratus and sup 
plies meuliniied in the appended list, ■•in enlhusiastic and skilled te.acher 
will be Jible to give most of Ihe experiments mentioned in Ihe usn.al high 
s(4iii<il te.xt-iionks on jihysics: 

2 meter slicks (to nnllinielers and incliesi. ;il 2.")c $0 -lO 

:'. sprin.i;' lialam-es (24 lb,), at l."ic 4.1 

1 platform balam-e (be;im graduated lo l-lo gmi "» C.l 



KDUi'ATIoX IN INDIANA. 201 

1 set luetric weights (2 kg-ui. to 1 s'm. I $1 75 

1 box metric weights (brass). 1(t<» gm. to 1 cgiii 1 50 

1 speeilic gravity balance (upright) -^ 00 

1 inuiip (reversible, condensing and exliansting) -i 0<) 

10 feet 3-10-inch rnl)ber tnl)ing (heavy). ;it l(»c 1 <•<• 

10 lbs. mercury, at 05c ''•">" 

10 lbs. glass tubing, sot(. assorkd .^izes. at .'>nc 5 00 

1 Bunsen l)nrner (for gas) 3o 

•J thermometers. lt)0 degrees C. etclicd on stem, at 05c.. . 1 00 

2 tuning forks. C. & C\ at .$1-50 3 00 

1 sonometer 1 00 

1 long brass spiral spring— for waves T5 

'2 flint glass prisms, at 35c 70 

1 doulile convex h-ns, 4 inclies, ar .$1.25 1 25 

1 crystal of Iceland spar 1 25 

1 magnetic needle on stand 5"^ 

2 bar magnets (about 20 cm. long) 50 

1 electro magnet (helix), with i-emovable core 1 50 

1 astatic galvanometer •> <^^ 

2 gravity cells (crowfoot), at .5(»c 1 00 

1 grenet cell. 1 qt 1 '•'> 

2 lbs. insulated oftice wire. No. IS, at 35c "o 

1 lb. iron filings ^" 

1 gold leaf electroscope 7o 

1 electrophorus ^ -^'^ 

10 lbs. copper sulphate iconunercial), at 5c 50 

10 lbs. sulphuric acid (eonnnercial). at 5c 50 

1 lb. cliromic acid -10 

1 rublicr (ebonite! rod, 1 cm. diaau'ler 30 

1 soldering outflt '•' 

For supplies (as tunililtrs. cans, zinc, lorks, wire, chem- 
icals, etc.) that can l)e purchased as needed of local 

dealers 10 W 

Total ^<'" 30 

Suitable texts may Ite mentioned as follows: 
Carhart and Chute's Physics (Allyn & Bacon, pulilisliers). 
Gage's Physics (Ginn & Co.). 

Appleton's School I'hysics; Outlines of Pliysics (Macmillan tV Co. 
publishers. New York). 

Tlnving's Elementary Physics (,B. H. Sanborn tS: C(».. Boston). 

The following named are reliable dealers in supplies and api)aratus: 

W. A. Olmstead, LS2 Wabash ave., Chicago. 

Elmer & Amend. 20.5-211 Third ave., New York. 

Cliicago Laboratory Suiiply and Scale Co., Chicago. 

The Columbia School Supply Co., Indianapolis, Ind. 



202 EDUCATION IN INDIANA. 

ClIEMISTltY. 

TJio study of chcniislry. accompanii'd by individual cxperiuieutal worl< 
liy the pupil and dcinonstratidus by tlu' teacher, pi'ovides excellent train- 
i)ig in observation and a useful knowled.iic of iniixirtant natural and 
industrial processes, as well as in lo.s>ical thinkini;. The aim of the course 
in the high school should l)e mainly to secure an understanding of funihi- 
mental principles and the development of the jiowers of observation, 
deduction and expression. The pupil should not be led to think that he is 
being trained in tlie practice of analytical chemistry. 

The course should include the study of a suitable text accompanied 
by numerous simple experiments done by the pupil to show the method 
of preparation and the properties of various sulistances. These should lie 
supplemented by demonstrations by the teacher if circumstances permit, 
showing the quantitative relations concerned in some fundamental re- 
actions. The pupil may thus become familiar by observation with the 
experimental evidence of the more important quantitative laws, and thus 
realize that om* present theories have been deduced from and are not the 
causes of the facts obs(>rved. 

With Ibis in view, most of tlie time coniiiionly devoted to (pialitative 
ana.lysis may well be given to more thorough work in general chemistry. 
Analytical Avork. unless under the guidance of a very exceptional teacher, 
is limited in its instructional value and has little direct application unless 
supplemented by more advanced study and practice. 

The lalioratory eiiuiiiment need not be extensive. Table space is essen- 
tial for the iterformanc (• of exiieriments. Cas and water attachments arc 
not indispensable Init desirable. A resotu'ceful instrudor will lie able 
to conduct th(- work of a class without most of the tixtures considered 
necessary in college and university laboratories. Of course the best equip- 
ment is desirable if the school can afford it. The elementary text-books 
on chemistry usually contain complete lisls and prices of matei-ials and 
apparatus needed for tlie course presented. The cost of such outlits will 
vary from .$1") to .$."((. and since some of tliis is (»f pei'uianent ch.'ii'acter. 
the subsequent annual cost of maintiMiance is small. 

Not less than one year should be given to tlu' study even in its ele- 
mentary outline. 

The following are some of tlie nini'e recent lexis which seem best 
adapted to higli scliool work: 

r.riefer ( "ouise in ('heniistry. IJemson. (Ilenry lloll \- Co.) 

Experimental ("heniistry. Newell. (I>. (". Heath \- Co.) 

Elementary rrinciitles of Cliemistry. Young. (.Viipleion iV- Co.) 

The following are relial)l(> dealers in el:emic;il aii|Kii';il us ;ind sujiplies: 

E. H. Sargent & Co.. Cliicago. 

Elmer & Anu'ud. New York City. 

The Chicago Laboratory and Scale Co.. Cliicago. 

The Columbia School Sup]ily Co.. Indianapolis, Ind. 

Gkoi.oov. 

It would be I'ai- lielter lor the student ,iiid the scliool not to attem]it 
to teach geology than to give a disconnected aiid ]iooiiy b;ilanced course. 



EDIUWTION IN INDIANA. 203 

lu case, however, it is desirable to include this subject, it is recommended 
that it be taught in connection Avith the physical geography, which may 
be elected in the last part of the third year or throughout the fourth year. 
At least one complete year should be devoted to the course. As far as 
may be possible, the work of the student should 1m', in juirt at least, of 
an observational nature. The student should ln' encouraged to reason 
and draw conclusions from observed facts. 

As preparatory to further work, the high school courses in geology 
may be based upon Tarr's "Elementary Geology," or ^\'. 1'.. Scott's "Intro- 
duction to Geology." For the work ui physical geograi)hy the course may 
be based upon Tarr's "Physical Geography." For fuller treatment of the 
topics than can be given in_ the course fre(iuerit reference should be made 
to the following books: 

Dana, Manual of Geology. American Book Co. 

Geikie, Class Book of Geology. 

Shaler, Story of Our Continent. 

Shaler, Sea and Land. 

Russel, L. C. Volcanoes of North America. 

Geikie, Physical Geography. 

LeConte, Elements of Geology. D. Appleton «& Co. 

MATHE^tATICS. 

Two courses of study for classes in high school mathematics are here- 
with given, either of which covers the amount of mathematics required 
of commissioned high schools. 

It will be seen that they ditfer but slightly, one introducing the study 
of concrete geometry which the other does not offer, and requiring its 
study previous to the study of demonstrative geometry, thus pushing 
demonstrative geometry one-half year farther along in the course. 

The formal study of demonstrative geometry immediately following 
algebra is known to be extremely difficult for many students, and the 
study of concrete geometry as an introduction to demonstrative geom- 
etry, thus familiarizing the students with the simpler elements of the 
sul).iect but particularly Avith the langtiage of geometry, has been found 
by skilled instructors to make the mastery of demonstrative geometry 
much easier by students generally, and its study more thoroughly (mjoyed 
by them. 

It is recommended that those students whose school education will 
end with their graduation from the high school, be permitted to elect 
some other mathematical subject, say advanced arithmetic, advanced 
algebra or bookkeeping, in the place of solid geometry in the fourth year, 

/. Alf/chra. 

One and one-half years (at least twelve school months) of daily reci- 
tations given to the mastery of the fundamental processes, factoring, 
fractions, simple and quadratic equations, simple simultaneous equations, 
powers and roots. (Have omitted logarithms.) 



204 



EDUdA TION TX I X PI A XA . 



'I'lic following' iiauuHl texts, whirli liavc liccii tlKiroughly tested by 
coiuix'tent teachers of algel)r.i. are recoinnieiided fur usi- in high school 
classes: 

1. Taylor's ElenuMits. AUyn l^: liacon. 

1'. Wells' Essentials. D. ('. Heath & Co. 

:!. Wcutworth's Revised. Jinn t.V: Co. 

4. l''isher and Schwnli. I'niversity of reniisylvaiiia. 

."•. I'enian and Siiiitli. (iinii iV Co. 

(I. Milne-Acadeniic. .Vnierican I'.ook Co. 

.i. Coiii-ntt (i< (iiiK'l 111. 

One-half year (a nnniniuni iiei-iod ot four school months* of daily 
recitations to be devoted to tlie uinsiei'v of I lie "langnage of geometry" 
and such of the simpler elements of geometry as may be illustrated in a 
concrete way. To l)e taught orally or with the assistance of some good 
text. 

.{. ItiiiKiiistfdti re dcduicl ril. 

One yeai' (eight scliool nioiiihsi of daily recitations in plain geonietr.v 
i'e(piii-ed of all students, and onc-linlf year (foui- inonrlisi of solid geometry 
reipiired of students wlio are ju'eparing for entrance to colle,ge. but elec- 
tive with those who will cease going to school at the close of their high 
school course. Special emphasis to be placed on the woi'king out of 
l)ractical exercises and the solution of original pi-oblems. 

The following texts are I'econiMiended: 

1. Wells' Essentials, Itevised, 1 >. C. Heath A: Co. 

L'. Wentworth, Revised. (Jinn iV Co. 

.">. Reman and Smith. Revised. (Jinn iV- Co. 

4. I'hilii)s and I''ishei'. .Vnua-ican P.ook Co. 

o. .Milne. Amei'ican Itool; ( "o. 

(■). Schultze and Sevenoak. The Macmillan Co. 



Years. 



Course I. 



Course II. 



First 


Algebra. 




Alsrehra. 






Alg:t4)i-a. one-half of year. 
Demonstrative Geoinetry, one- 
of year. Plane. 


lalf 


Algehra. one-half of year. 
Concrete (Teometry. one I 
year. 


alf of 






Third 


Demonstrative (ic()mctr.\ — I'l 

one-half of year. 
Demonstrative ( icotnctry — S( 

one-half of yeai-. 


inc. 
.11(1. 


Denioiisti'ative ( iconicti-y- 
cntiT-e year. 


Plane. 







Fourth 



Ele'-tive. 



Demonstrative ( ifometi'y -Solid, 

first half of year. 
Elective, second half of year. 



i'jnrCATlOX I A INJ)L\NA. 2'):. 

FoREiox Languages. 

Latin. Greek. Fivik-1i or Gernian. if equally well taught, may l)e given 
equal value in tlie high school coiu-se. But in order to meet the require- 
ments for admis.sion to Indiana colleges generally, a student must have 
had not less than three full years' work in some one of these languages. 

Lathi. 

The study of Latin in tlie high school may l)e divided conveniently 
into periods of nine nionllis cacli, whether or not these periods correspond 
to tlie length of the year in tlie several schools. P]ach period of nine 
months should lie devoted to a distinct suliject, the elements of the lan- 
guage, Caesar, Cicero and A'irgil. These four subjects, or as many of 
them as the length of the course permits, should he taken in the order 
given above, and no subject should be begitn until nine months has been 
spent upon the one immediately jireceding. i^chools having a three years' 
course, should, therefore, omit Virgil altogether; those having a two 
years' course should omit Cicero. The course which gives nine months to 
the lelements and nine months to Caesar is a lietter course than one of 
the same length wliicli distributes the last nine moiitlis aiiioiig Caesar. 
Cicero and Virgil, or between any two of tlieiii. 

A school lil)rary is as essential to good Avork in Latin as is a collection 
of apparatus to good worlc in physics or zoology. Thirty or forty dollars 
will buy a good working collection as :i nucleus, and the following list 
is recommended as a good one from wliich to make selections: 

Madvig's (Giun «fc Co.) or Roby's (Macmillani Latin (iranimar: Kiep- 
ert's (Leach. Shewed «.^ Sanborn) or Ginn »S: Co.'s Classical Atlas: Lewis" 
Latin Dictionary for Scliools (Harper's); Harper's Dictionary of Classical 
Antiquities and Literature; Schreiber's Atlas of Classical Antiquities 
(JMacinillau); Johnston's Latin Manuscrij^t (Scott, Foresman «& Co.): Gow's 
Companion to School Classics (Macmillan); Howard's Quantitative Pro- 
nunciation of Latin (Scott, Foresman »S: Co.): Mackail's Latin Literature 
(Scribner's); any good history of Rome; Plutarch's Lives; Roman Politi- 
cal Iiastitutious, by Abbott (Ginn & Co.); History of Latin Literature, by 
Simcox (Harper's); Private Life of rlie Romans, by I'reston & Dodge 
(B. H. Sanborn & Co.); Helps to the Intelligent Study of College Prepara- 
tory Latin, by Harrington ((Jinn iV: Co.); Latin Phrase Book, by Meissner 
(Macmillan); Harper's Latin-Kiiglish Dictionary; Smith's Dictionary of 
Greek and Roman Biography and Mythology, 3 vols. (Harper's); Ward 
Fowler's Julius Caesar (Putnam); Caius Julius Caesar, by Dodge (Hough- 
ton, Mifflin & Co.); Julius Caesar, by Dodge (Houghton Mifflin & Co.); 
Julius Caesar, by Napoleon III (Harper's): Julius Caesar, by J. A. Froude 
(Harper's); Caesar's Comiuest of <Jaul. by T. Rice Holmes, London, 189!» 
(Macmillan); Roman liritain. l)y H. M. Scartli (Oxford); Roman Poets 
of the Augustan Ag(>— Virgil, ))y Sellar (Oxford); Essays on the Poetry 
of Virgil, in connection with his life and times, by Nettleship (D. Appleton 
& Co.); Master Virgil, by Tuuison (Robert Clark & Co., Cincinnati); Classic 
Myths, by Gayley (Ginn <t Co.); Story of the Aeneid, Edward Brooks, 
superintendent inil)lic scliools. IMiiladelphia; Myths of (Jreece and Rome, 
by Guerber (American Book Co.); Johnson's Metrical Licenses of Virgil 



20fi KDrCM'loy IN IXP/AXA. 

(Scott, ForesuKiii «fc Co.); Trollop's Cicero, 2 vols. (Harper's); Life of 
Cicero, by Forsyth (Scribner's); Catiline, Claudius and Tiberius, by Bees- 
lej' (Longmans, Green «fe Co.); Cicero and the Fall of the Roman Republic, 
by Strachan— Davidson (Putnam's); Roman Life in the Days of Cicero, 
by Church (Dodd, Mead & Co.). 

The fii'st nine months in Latin should be devoted to the study of the 
elements of the language under the guidance of some one of the modern 
books for beginners. It may be safely said that good results may be 
secured from any boolv in the following list, and also that books not in 
this list should be adopted ).)y experienced teachers only, who have them- 
selves tested the books: Collar and Daniels (Ginn & Co.); Coy's (Ameri- 
can Book Co.): Jones' (Scott, Foresman & Co.); Scudder's (Allyn & Bacon); 
Tuell & Fowler's (B. F. Sanliorn). The main emphasis should be laid 
during the use of the beginner's book upon the pronunciation, the inflec- 
tions, the order of words and the translations. In the average school 
time can hardly l)e spared for quantitative pronunciation, but the student 
should be well drilled in the Roman sounds of the letters and in accent. 
In regard to the inflections, nothing short of absolute mastery will suffice, 
and at least one-third of the recitation time should be devoted to black- 
board drills upon declensions and conjugations until such masterj^ has 
been gained. In drilling the pupils to take the thought in the Latin order 
the teacher should follow the method outlined by Professor W. G. Hale 
(Ginn & Co.) and should give daily exercises. In translation the teacher 
should insist upon faultless Englisli. fluent and idiomatic, and should pre- 
pare his own translations of even the easiest sentences with great care 
that they may serve as models for imitation by the class. At least nine 
months will lie necessary for doing well the work given in any of the 
beginner's books named above, and schools having a year of less than 
nine montlis in length should carry this subject over into the second year. 

During tlie remainder of the course the work will be centered upon 
some one of the three great classics, and the methods of the several 
])eriods will differ very slightly. In justice to the teacher the authorities 
should insist that all menibei-s of a class use the same text, and special 
texts for class-room should be provided and owned by tlie school. As 
tlic work goes on less and less attention need be given to inflections, but 
the drill in rending in tlie Latin order and in idiomatic translations should 
be maintained to tlie end. Special attention must be given throughout 
the rest of the course to syntax. The student should be examined every 
day upon the notes in his edition, and the teacher should test his knowl- 
edge by setting English sentences based upon the vocabulary and syntax 
of the Latin text for translation. Thes<> scMitences should be short and 
easy, and are liest made by the teacher fi'om day to day; if, however, the 
teacher lacks time to compose the sc'iiteiiccs he may draw them from such 
manuals as Collar's (Ginn & Co.): Dan id's {V.. F. Sanborn); Moulton's 
(Ginn & Co.); Dodge & Tuttle's (Anieii( an Book Co.), or Rigg's The Series 
in Latiniim (Scott, Foresman & Co.). In addition to lliis translation there 
should be a systematic drill in syntax li.-e^cd ujion one of the oldei' meth- 
ods (.Tones' is. perhaps, the most thoroughly tried) which should be con- 
tinued throughout th(> second (CaesaiMan) and third (Ciceronian) period. 
While Vii'gil is read, jtrosc coniiiosition niay be susjxMided and the time 



EDUCATION IN INDIANA. 207 

devoted to rt'ports upon inytbolosy based on assigned references to works 
in the liltrary. Siglit translation, once a fetich, shonld lie used with 
caution, and only in connection with the text of the next day's lesson. 
In Caesar a text may be selected from the following: Kelsey (Allyn & 
Bacon); Harper and Tolmau, or Harkness (American Book Co.); Chase & 
Stuart (Eldridge & Bro.); Greenough (Ginn & Co.); Lowe & Ewing (Scott, 
Foresman i\: Co.). 

It is recommended that the class read tirst Book T. Chapter 1-29, then 
Books II. Ill and IV. and then the omitted chapters of Book I, or an 
equivalent amount from Book V. 

In Cicero the class should read tirst the four orations against Catiline, 
then one of the longer orations (e. g., the Manilian Law, the Milo, the 
Murena or Roscius, then if there is time for further reading, a selection 
from the letters will be found interesting and profitable. The following 
editions are the best: Kelsey (Allyn & Bacon); "D'Oge" (Sanborn. Bos- 
ton); Greenough's (Ginn & Co.); Johnston's (Scott, Foresman & Co.). 

In Virgil the reading should be confined to the Aeneid and Book III 
may well be postponed or omitted altogether. Scanning should be taught 
from the Hrst. and either the advance or the review lesson ought to be 
scanned in full every day. The following editions are recommended: 
Greenough iV: Kittredge (Ginn & Co.); Comstock's (Allyn & Bacon): 
Frieze's six books and vocabulary (American Book Co.). 

Practical suggestions on the teaching of the Latin in the high schools 
of Indiana will be found in a paper read before the classical section of 
the state teachers' association in December. lS!)(i. by Professor Johnston, 
of Indiana university. It may be oljtained without cost of Scott, Fores- 
man & Co., :!<i8 Wabash ave., Chicago. 



Greek* 

1. A beginner's book, followed, if time permits, by the reading of easy 

selections from Xenophon. 

2. Three or four books of the Anabasis, or two of the Anabasis and two 

of the Hellenica. with plentiful exercise in prose composition and 
some stud.v of (J reek history. 

3. Three or four books of Homer, either Iliad or Odyssey, with careful 

study of forms and the heroic meter, and a general view of Greek 
literature. 

(irrnuni.* 

1. Elementary German, using a beginner's book. supi)lementing the same 

with Guerber's Miirchen und Erzahlungen, and Storm's Immensee. 

2. German Grammar and reading of HJiher als die Kirclie. Aus dem 

Leben eines Taugenichts, Der Neffe als Onkel and Der Bibliothe- 
kar. 
r.. Prose composition and reading of Der Fluch der Schrndieit. Wilhelm 
Tell, Hermann and Dorothea, Minna von T.arnlielni. A general 
view of German literature. 



*C'oui'>ie ontliiu'fl liy the city superintendents" association. 



208 EDrCATTOy IN INDIANA. 

French.'^' 

1. A standard coiirso in elementary French, with exercise in composition, 

and tlie reading of L'Abbe Constantin and ivindred selections from 
French literature. 

2. Continue the study of French uramniar and read Madame Therese, 

Coppee et Maui)assant. and Contes de Daudet. 

3. French composition and readinii' of IIuuo's Ileiaiani, Moliere's Le 

Bourgeois Gentilljomnie. and Racine's Atluilic. 



LlTEKATTRE ANT) CoMPOSir lOX. 

The object of tlie Englisli course in the comndssioncd hiuli school is 
to give tlie student the al)ility to speak his native language correctly, to 
write readily and effectively, to read with sympatliy and insight, and thus 
to strengthen himself with the best thoughts of othi-rs. and to conimnni- 
cate his own best thoughts in an unmistakable way. 'i'o attain this obji-ct 
involves the teaching of literatui-e and of composition. One recitation a 
day for four years sliould be given in English. 

The teaching of composition should extend over tli« full period of 
four years, even if tlic subject can not be tauglit oftener than once a 
week. The reason for tins is that composition is not a subject that seeks 
to impart a given amount of information: it is a subject that concci-ns 
itself with the student's al)ility to express iiiniself at all times. This 
a])ility can be conveyed to the student oidy Ity drilling him in writing at 
all stages of his care(>r. As lie grows in thought, he must advance in 
expression; iind hence lU'acticc in composition must be continuous until 
the student has the command of English suggested al)ove. 

There is less reason for nniking the study of litei-atnre continuous: 
in so far as the study of literature consists of infonnation. it may he 
taught like history or science: 1)ut in so far as ir is ;i training in t.-iste. 
it requires continuous treatment. Add to this the fact that literature 
is a potent aid to composition, and it ;i]ipe;irs that, on the wliole, literature 
ought to be taught coiitiniionsly tliiough the four ye;irs. If, however, 
only one of the two subjects can lie taught continuously, that one subject 
should be composition. 

.\s to the relative amount of time to be spent on literature and com- 
position, it is suggested that .-ipiiroximately two-fifths of the time given 
to English lie devoted lo composition. 

This course of study is recommended for I lie non-commissioned and 
township grailed high schools of the state also, and tv-^acliei's ai-e urged 
to follow I hi' suggestions for commissioned high schools whenever 
l)ossible. 

The woi'U should lie done so well that jiniiils comiileling one. two or 
three years in the non-commissioned schools should reccixc credit for 
same upon entering any of the commissioned schools. 

( 'oMi'osnioN. 

The work in comiioslt ion shonld consist of constnnt practice in writ- 
ing. The two gi'eat sources of ni.Mteri.al tli;il the impil sliould use in his 

*('oiirs(' oiitlincil by tlii' <-ity suiici-iiiti-ndcnts' ;i>Micj;iti<iii. 



KDl^CATfOX fN INDIANA. 200 

work are (1) his own experience, (2) literature. Tlie worlv in litei'atnre 
and eoniposition should l)e so correhited as to make tlie tirst furnish 
a great deal of the material for the second, wliile I lie second should 
strongly sui)i)lement tlie tirst. 'I'liemes or essays ui)on snl).iects well 
within the student's lange should ))e called for at least once a week. 
Many short papers, daily, if possible, rather than longer papers weekly, 
will contribute to the ends sought. Difficult, complex subjects, beyond the 
reach of the immature mind, should never be given. These papers should 
be corrected, discussed and returned for rewriting. Careful, conscientious 
supervision of the work on tlie part of the teacher, and judicious, sympa- 
thetic criticism of .all the work on the part of the teacher and pupils in 
strongly to be desired. There is a large part of the hal»it-fornnng element 
in composition. Correction should involve points in spelling, grammar, 
punctuation, choice' of words and construction of paragraphs. The teach- 
ing of rhetoric should be made distinctly subordinate to the teaching 
of composition. 

The study of standard authors as models: for example. Irving and 
Stephenson in description: Hawthorne. Toe and James in narration: Tlu>r- 
eau and Martin in exposition: liurke. Welister and Keecher in argtunenta- 
tiou. Of these forms of discourse, description and narration shoidd re- 
ceive most attention. Exjiosition should have more time than argumenta- 
tion. It is not necessary, however, that pupils spend a great deal of time 
in learning to make sharp distinctions between these vjirious forms of dis- 
courvSe. 

Xo one text-book in rhetoric or composition will l>e found adapted to 
tlie needs of every school. The text-l)ooks named Ix'low are all practical 
books: but the tcaclier must remember that in coiii]iosition teaching no 
text-book can take the place of stininlating class-room instruction. 

Stiidies in English Composition. Keeler and Davis: Outlines of Rheto- 
ric, Genung: Handbook of Composition, Hart: Found.itioiis of Rhetoric. 
Hill: English Composition. Newcomer: Exercises in Rhetoric and Com- 
position. Carpenter: School English. Rutler: Composition-Rhetoric. Scott 
and Denny: Composition and Rhetoric for Schools. Herrick and Damon; 
Composition and Rhetoric, Lockwood and Emerson: Talks on Writing 
English, Arlo Bates: English Composition. l>arrett Wendell: Short Story 
AYriting, Charles Raymond Barrett: I'liilosopliy of the Sliort Story. I'ran- 
der .Matthews: Story Composition. Sherman Cody: Tlie Story Teller's 
Art. Charity Dye. 

LlTETJATinE. 

The Avork in literature slionld consist mainly of tlie study of repre- 
seiit.ative selections from the a\(»i-1v in Ihiglisli ;ui(l Aiiieric.ui ;iuthors. The 
simplei forms of writing, those tlnit the student can interpret most e.asily. 
should be tirst presented, narrative poi-nis and tliose liaving strongly 
marked symbols coming before descriptive poems and those in which 
the charm is largely in suggestion. As the student gains in interpretative 
power, the more dithcidt forms may be put before him. Thus the litera- 
ture work might Htly begin with selections from LongfeUow and Wliittier. 
and end witli Shakesiieare. Browning and Carlyle. 



14— Education. 



210 



EDUCATION IN INDIANA. 



Tlie enipliasis should at all tiuios be placed u\Hn\ the study of the liter- 
ature rather thau upon books al)out literature. But this should not mean 
tliat some very systematic work should not be done in studying the devel- 
opment of the literature and the place occupied by each author in this 
development. This work may be in the form of talks by the instinicior. 
or some of the briefer manuals may be put into the linnds of the pupils. 

While it is trite that it is l)etter to knoAv a few books well than to 
know many imperfectly, yet it is also true that one purpose of tliis work 
is to give an idea of the extent of the fields covered. To that end a num- 
ber of masterpieces should be studied in reasonable detail, while nianyi 
more should be read ra])idly for special points and to give some hint to 
the pupil of the great variety and diversity of literary products. The 
greatest objection to a set course of masti-rpiece study is that it gives an 
utterly false perspective of the sul).iect. This may in some measure be 
corrected by the means suggested. 

In the following list the dates refer to tlie year of graduation, i. e.. 
a class graduating in 1!H)2 should read during its high school rnreer the 
books n;inied under that date. 

1. For general reading and composition work: 



1902. 


1903. 


1904. 


* 


* 


* 




* 


* 


* 


* 


* 


* 


* 


* 


* 


* 


* 


* 


* 


* 


* 


* 


* 


* 






* 


* 


* 


* 






* 


* 


* 




* 


* 



1905. 



Shakespeare— Merchant of Venice 

Shakespeare— Julius C'sesar 

.\<lilis()u— De ('overly Papers 

'I'ciniysdn- Tlie Princess 

Lowell— Vision of Sir Launtal 

Scott— I vanhoe 

(^oleridse— Ancient Mariner 

Pope-Iliad. I. VI. XXTI.XXIV 

(ioldsHiitli-Vicar of Wakefield 

Coi.pcr-Lastof till- Mohicans 

(Jeorge Eliot— Silas Marner 

('arlyle— Essay on Burns 

II. For minute and critical study: 

Shakespeare— Macheth 

IMilton — Ti'Alleirro. II Penscroso. Comus. I^ycidas... 

Macaulay — I\Ii]t(in and Addison 

Burke— C'onciliatiou with America 



(*) An asterisk indicates tlie year a hook is to he used. 



It is greatly to lie desired that every higii scl\oo] be sujipllcd willi a 
l;irge nundtcr (d' standard works siiiti d to I he needs of boys and girls i>\' 
high scIkjoI age. Opportunity would thus be (dfered foi- directing to con- 
sider.-ible extent the outside reading of the boys .-ind girls at this impor- 
tant period of their mental developineiit. Vkv purposes of geiier.al reading 
and culture it is suggested that ;is many of the woi'ks n.-imi'd below, and 
(dliers of similar c]iaract( r, as c;in he sniiplicd lie jilaced on the shelves 
of Ihe lilii-ai'V in every high sciionl of the sl;ite: 



EDUCATTON IN INDIANA. 211 

<L r.IST OF r.ooKS FOlt IIKJII SCHOOLS— SUPl'LEMEXTAKY. 

Cervantes. S. M. de. Don Quixote: a))i-i(l.u('(l liy Clifton .lolinson. 

Hugo. Victor. Jean Valjean: ed. by Sare K. Wiltse. 

Stevenson. K. Louis. Treasure IslaniL 

Morse. John T. John (Juimy A(huns. 

ShunuA'ay, Edgar E. r>,iy in Ancient Rome. 

Harrison. lienj. This Counny of Ours. 

Ball, Robert S. Starland. 

Bulfineh. Thos. Age of Fable. 

Bulwer-Lytton. Sir Edward. Last Days of Pompeii. 

Guerber. H. A. Legends of the Middle Ages. 

Hale. E. E. Man Without a Country, and Five Other Stories. 

Curtis. Geo. Wni. I'rue and I. 

Diclvens. Chas. Story of Oliver Tavist: condensed by Ella B. Kirk. 

Matthews. Wm. Getting on in the World: or Hints on Success in Lite. 

Heilprin. Angelo. Earth and Its Story. 

Shaler. N. S. Story of Our Continent. 

Thoreau. Henry F). Succession of Forest Trees. 

Byron, Lord. Childe Harold; ed. by Andrew J. George. 

Dryden. John. I'alamon Arcite: ed. by W. H. Crawshaw. 

Goldsmith, Oliver. She Stoops to Conciuer. 

Wordsworth. Wm. On the Intimations of Inimort.-ility. 

GrifHs. Wm. Elliott. Brave Little Holland ami Wliat She Taught Us. 

Hodgin, Cyrus W. Indiana and The Nation. 

Marcus Aurelius Antoninus. The Thought of: ed. by Edwin Ginn. 

Campbell. Tliomas. Pleasures of Hope. 

Emerson. R. W. American Scholar. Self-Reliance and Compensation 

Keats, John. Endymion: ed. liy Gollancz. 

Moore. Thos. La 11a Rookli. 

Pope, Alex. Essay on Man. 

Sophocles. Antigone and Oedipus King: tr. by Coleridge. 

Moore, Sir Thos. Utopia: ed. by Gollancz. 

Wallace, Lew. Ben Hur. 

AVarner. Chas. Dudley. Being a Boy. 

Lamartine. A. de. Oliver Cromwell. 

Mahatty. J. P. Old Greek Life. 

Whipple. Edwin P. Character and Characteristic Men. 

Plato. Apology. Crito: tr. by I'aul E. More: Republic. 

Mulock. John Halifax Gentleman. 

Kipling, R. Light that I-'ailed. Captains Courageous. 

Dickens, Chas. David Copiierlield: Nicholas Nickleby. 

Bryant, Wm. C. Thanatopsis. 

Brooks. Lecture on Biogra])hy. 

Burke. Speech on Conciliation witii America. 

Coleridge. Ancient Mariner. 

Cooper. Last of the Mohicans. 

DeQuincey. Revolt of the Tartars. 

Dickens. Chas. Tale of Two Cities. 

Bpictetus. 



212 F.DICATIOX IX INDIANA. 

Gayloy. Classic Myths in English Literature. 

Eliot. Gi-oryc. Silas Mariicr. 

Goldsinitli. Oliver. Vicar of \\'akeliel(l; Deserted Village: The Traveler. 

Irviiiii-. \^■. Sketch liook. 

Johnson. Hasselas. 

Maeaulay. Essays on Addison and Milton. 

Milton. Paradise' Eost. Bks. 1. II, and Lycidas; L'AlleKro. II I'enserdso. 

("onuis. 
I'lutarch. Lives. 
Ruskin. Selections. 

Scott. Ivanhoi": Tales of a Grandfather. 
Shakespeare. Merchant of Venice; .Iidins Caesar: IL-uuIet: Macbeth: 

ed. by Hitdson. 
Coverley. Sir Koticr de. Papers. 

Tennyson. Tlie I'riiu-ess: Enoch Arden: In .Menioi'iani: Locksley Hall. 
Webster. Speeches: First P.nnker Hill Address. 
White. Natural History of Selborne 
Wrisht. (". I). Industrial Evolution of the U. S. 
Clodd. Edw. Story of I'rinntive Man. 
Atkinson. Philip. Electricity for Iilverybody. 
Grinnell, <;. P.. Story of the Indian. 
LodLic II. (". and Roosevelt. Tlieodore. Hero Tales from .\inerican 

History. 
Walker. P. A. .Makin.t;- of the Nation. ITSII-ISIT. 
Dana. Two Veai's liefore th(> .Mast. 

Poe. Raven. • 

Sclnnz, Carl. Abraham Lincoln. 

Chancel'. Prolofiiie. The Kin.yhfs Tale, and Tlie .Nun's Priest's Tale. 
Lowell. N'ision of Sii- Launfal: Rooks and Libraries: .My Garden .Vc- 

(piaintance. 
Franklin. P.en.j. Pool- Riclinrd's Almanac and .Vutobiourapliy. 
Hawihoriie. Greal Stone I'ace: Snow-1 ma.i;'e. 
Whitlier. Siiow-P.ound: .Maml .Mnller. 
Emerson. Pi lia\ior: Rooks. 
Everett. Character of \\'aslnii,L;-1on. 
Loniifellow. lOvaii.^eline: RuildiiiL;- of the Ship: Courtsliip of Miles 

Standisii. 
Tennyson. Cliai-ii'e of llie Liulit P.riuade: Death of tlie old Year: 

Ci-ossinu' the Par. 
\\'(.rds\voiili. Will. 'I'o a Skylark: To the Cuckoo: Daffodils: To the 

Daisy. 
P.nnis. Till' Cotter's Saturday NiuJil: To a .Mouse: For .\' Tiial and 

.\' That : .\nld Lan.ii Syne. 
Lamb. Dream Childi-eii: Dissertation Ppon Uoast I'ii;-: Parliara S : 

Old China. 
Coleridge. Ruble Rliaii. 
P.acoii. I':ssays: of travel: of Studies: of Suspicion: of .Xe^ot iatinu': of 

.Mas(|Ues a'ul 'j'riumphs. 
Lowell, .\braliam Lincoln: Commemorat ion ( »de. 
Holmes. .\utocr;it of tlie Preakl'ast Table. 



EDUCATION IN IXni.lNA. 21:^ 

Hughes. Tom BroAvn's School Days^. 

Larcom. I.iu-y. A Xt>w En.uiaiid Girlhi.od. 

Longfellow, ('hili-cn's Hour. 

Dickt'iis. ('has. Clnistmas Carol. 

St. Pierre. Paul and \'irginia. 

Brown. .lohn. Pah and His i'riends. 

Carlyle. (ioethe. an Essay. 

Gray. Elegy in a Connti-y ( "linrchyai-d. 

Lamb. Essays from Elia. 

Thomson. The Seasons. 

Thackeray. Lighter Hours. 

Homer. Iliad; Odyssey: tr. by P.ryaiu. 

Aeschylus. I'rometheus Bound: tr. by .Moi-i>. 

Euripides. Alkestis: .Medea: Hippolytos; tr. by Lawton. 

Dante. Divine Comedy: tr. by Norton. 

Omar Khayyam. Pubaiyat: tr. by Fitzgerald. 

Fiske. War of Independence. 

Course in HrsTonv a.xd Civk s fou Commissioned High ScII()OI.^. 
Second Year- 
History of (Greece (hrst half year). 
History of Pome (second half year). 

Third Year- 
History of I{;ngland (whole year), or 
History of France (first half of year). 
History of England (second lialf of yeai"). 

Fourth Year- 
American History and the Civil (iovernnient of Fnited States and In- 
diana (througliouf the year). 

Text-books— 

History of Greece. .Myers, Botsford. 
History of Rome. Allen. 

History of England. Larned: Montgomery: Oman: Goman and Ken- 
dall. 
History of France. The Growth of the French Nation, Macmillan. 
American History. McLaughlin: McMaster: Channing: Fiske. 
Civics— TT. S. Fiske; Hinsdale: Macy; Wright. 
Civics— Indiana. Rawles; Hodgin. 

It is recommended that the third year's work, while particularly de- 
voted to France and England, be made to iiu-lude a general survey of 
mediaeval and modern history. As a basis for such study France is to be 
l.referred. H", however, the year consists of at least nine full months, this 
subject may be taken up during the first half, and the remaining time be 
devoted to England. In this case it would be well to concentrate the 
work in English history on the development of English institutions since 



214 EDUCATION IN INDIANA. 

the accession of the Tudors, going over briefly earlier pliases of English 
history like the Norman conquest. Magna Charta ami the lieginning of 
parliament. 

In the fourth year it is desiraljle that the work in American history 
and civil government l)i' as closely correlated as possildc. Tlius. the 
study of the text of the articles of confederation and of the constitution 
sliould come in connection with the study of their historical setting. 

Among the books that should be placed in the libr.-iry as reference 
l)ooks in history may be named the folloAving: 

History for Ready Reference. Larncd. V, vols. 

History of Rome. Duruy, 8 vols. 

History of Greece. Botsford. 

History of Rome. Gibbon. 

History of Middle Ages. Duruy. , 

History of France. Duruy. 

History of England. Froude. 

History of England. Green. 

History of England. Oman. 

History of England. (Juest. 

The Dutch Republic. Motley. 

United Netherlands. Motley. 

Periods of European History. The .Macmlllan Go. 

P^rdinand and Isabella. Prescott. 

Philip II. Prescott. 

England in the Eigliteenth Century. Leekey. S vols. 

Civilization During the Middle Ages. Adams. 

Causes of the French Revolution. Dabney. 

History of the People of the United States. .McMaster. 

Twelve English Statesmen. The INIacmillan Go. 

American Statesmen Series. Houghton. :MilHln iVc Go. 

History of the United States. Bancroft. 

Epochs of American History. Longmans. Gi-een & Co. 

American History Series. Scrllmer's. 

Schouler's Histoiy of the United States. 

Khodes" History of the United Statics. 

Critical Period of Anun-ican History. 

American Common Wealth Series. 

Bryce's Amei'icaii Coiiiiiion wealth. 

Also each school should l)e supplied with; 

MacGoun's Historical (Jeogi-ajihy of Kni-ope. .\nclent .and Classical 
Period. 

MacGoun's lllsloi-ical Geogr.aphy of lOurope. .Mediaeval and Modern 
Period. 

.MacGoun's Historical (Jeo^raphy of the liiited States, or some series 
of charts ('(luivalent tliereto. 



EDUCATION IN INDIANA. 215 



3. LIST OF COMMISSIONED HIGH SOliOOLS. 

< 'if 1/ , Su'pmv U'luJcnt . 

Akron Mrs. Carrie Tem])lctou. 

Albany W. L. Cory. 

Albion J. A. Cmnmings. 

Alexandria J. G. CoUicott. 

Amboy A. E. Martin. 

Anderson J. W. Carr. 

Angola H. H. Keep. 

Arcadia E. J. Llewellyn 

Ashley J. A. Moody. 

Attica E. H. Drake. 

Auburn BE. Harrison. 

Aurora J. R Houston. 

Bedford W. E. Alexander. 

Bloonitield C. B. McLinn. 

Bloomington . . . , . J. K. Beck. 

Bluft'ton W. A. Wirt. 

Boonville O. E. Clark. 

Boswell J. H. Barnes. 

Brazil L. B. O'Dell. 

Bremen W. F. Ellis. 

Broad Ripple S. B. Plaskett. 

Brookville H. L. Smith. 

Brownstown W. B. Black. 

Butler H. Q. Brown. 

Cambridge City Lee Ault. 

Cannelton J. F. Organ. 

Carmel John W. T»>ter. 

Carthage J. H. Sclioll. 

Cayuga Colfax Martin. 

Chalmers John Gowers. 

Charlestown W. A. Ceilings. 

Chesterton S. H. Roe. 

Churubusco Claud Belts. 

Cicero F. A. Gauze. 

Clinton Wm. F. Clark. 

Colfax C. O. Mitchell. 

College Corner E. P. Wilson. 

Columbia City C. L. Hottel. 

Columbus T. F. Fitzgibbon. 

Connersville W. S Rowe. 

Converse C. E. Spaulding. 

Covington H. S Kautfman. 

Corydon Jesse W. Riddle. 

Crawfordsville W. A. Millis. 

Crown Point F. F. Heighway. 

Dana W. H. Smythe. 

Danville O. C. Pratt. 



210 KDCCMIOX !X I X III ASA. 

' '%. tSupen'iiti'iiilrnl. 

Darlington Daniel Freeman. 

Decatur H. A. Hartman. 

Delphi E. L. Hendricks. 

Dublin J. C. Mills. 

Dunkirk C. E. Vinzant. 

East Chicago W.C.Smith. 

Edinburg C. F. Patterson. 

Elkhart D. W. Thomas. 

Elwood C. S. Meek. 

Evansville Frank W. Cooley. 

Fairmount C. H. Copeland. 

Flora J. S. Slabaugh. 

Fortville W. A. Myers. 

Fort Wayne J. N. Study. 

Fountain City B. W. Kelley. 

Fowler Lewis Hoover. 

Frankfort E. S. Monroe. 

Franklin H. B. Wilson. 

Frankton J. B. Fagan. 

Galveston E. E. Tyner. 

Garrett E. E. Lollar. 

Gas City J. H. Jeffrey. 

Goodland M. A. Hester. 

Goshen V. W. B. Hedgepeth. 

Gosport Edwin L. Tliompson. 

Greencastle H. G. Woody. 

Greenfield W. C. Goble. 

Greensburg E. C. Jerman. 

Greentown H. E. Shephard. 

Greenwood O. E. Behymer. 

Hagerstown O. L. Voris. 

Hammond W. H. Hersliman. 

Hartford City C. H. Dry bread. 

Hobart W. R. Curtis. 

Huntingburg F. D. Kepner. 

Huntington W. P. Hart. 

Hebron S.N. Greery. 

Indiana])olis C. N. Kendall. 

Jasper B. Sanders. 

Jeffersonville C. M. Marble. 

Jonesboro A. E. Highley. 

Kendallville D. A. Lambriglit. 

Kentland C. L. Stubl)s. 

Kirklin F. B. Long. 

Knightstown W. D. Kirlin. 

Knox C. W. Egner. 

Kokomo H. A. ( )gg. 



EDUCATION IN INDIANA. 217 

CHi/. SKperintmdnif. 

Ladoga J. F. Warfel. 

Lafayette R. F. Hight. 

Lagrange W. H. Brandenburg. 

Lapel W. W. Mershon. 

Laporte John A. Wood. 

Lawreuceburg T. H. Meek . 

Lebanon C. A. Peterson. 

Liberty J. W. Short. 

Ligonier "W. O. Palmer. 

Lima A. W. Nolan. 

Linton Oscar Dye. 

Logansport A. H. Douglass. 

Lowell H. B. Dickey. 

Lynn Ossian S. Myers. 

Madison C. M. McDaniel. 

Marion B . F. Moore. 

Markle John Reber. 

Martinsville J. E. Robinson. 

Michigan City P. A. Cowgill. 

Middletown H. N. Coffman. 

Mishawaka J. F. Nuner. 

Mitchell J. L. Clauser. 

Monon J. H. Shaffer. 

Montezuma J. A. Lineberger. 

Monticello J. W. Hamilton. 

Montpelier L. E. Kelley. 

Mooresville W. C. Pidgeon. 

Mt. Vernon E. G. Bauman. 

Muncie G. L. Roberts. 

McCordsville W. B. Stookey. 

Nappanee S. W. Baer. 

New Albany O. A. Prosser. 

New Augusta John Shipman. 

New Carlisle J. W. Rittinger. 

New Castle J. C. Weir. 

New Harmony Joseph Kelley. 

New London M. R. Heinmiller. 

Newport J. W. Kendall. 

Noblesville J. A. Carnagey. 

North Judson C. F. Blue. 

North Manchester . . . . C. F. Miller. 

North Vernon G. P. Weedman. 

Oakland City R. J. Dearborn. 

Odon F. M. McConnell. 

Orleans M.S. Malmn. 

Oxford M. F. Orear. 

Paoli J. C. Brown. 

Pendleton E. A. Allen. 



218 EDurj/riox L\ IXniAXA. 

C iti/. Superintendent . 

Pennville W. W. Knox. 

Peru A. A. Campbell. 

Petersburg Sylvester Thompson. 

Piereeton F. F. Vale. 

Plymouth R. A. Randall. 

Portland Hale Bradt. 

Princeton Harold Barnes. 

Redkey J. E. Orr. 

Remington J.N. Spangler. 

Rensselaer W. H. Sanders. 

Richmond T. A. Mott. 

Rising Sun R. L. Theibaud. 

Roachdale E. C. Dodson. 

Roanu J. C. Reynolds. 

Roanoke W. T. Lambert. 

Rochester D. T. Powers. 

Rocliester Township Higli School W. H. Bauta. 

Rockport F. S. Morganthaler. 

Rockville O. H. Blossom. 

Rushville A. C. McGregor. 

Salem Lotus D. Cotfman. 

Seymour H. C. Montgomery. 

Shelby ville J. H. Tomlin. 

Sheridan Abral)am Bowers. 

Shipshewana J. W. Hostettler. 

Shoals O. H. Greist. 

South Bend Calvin Moon. 

South Whitley J. W. Coleberd. 

Spencer A. L. Wliitmer. 

Summitville A. C. Wooley. 

Sullivan W. C. McCullough. 

Swayzee E. E. Petty. 

Terre Haute W. H. Wiley. 

Thorntown T. C. Kennedy. 

Tipton I. L. Conner. 

Topeka L. K. Babcock. 

Union City Linnaeus Hines. 

Upland W. W. Holiday. 

Valparaiso A. A. Hugliart. 

Van Buren S. W. Convoy. 

Veedersburg W. C. Brandenburg. 

Vevay E. M. Daiiglade. 

Vincennes A. E. Humke. 

Wabasli Miss Adalaide S. Baylor. 

Walkerton A. E. Olawson. 

Wanatah F. R. Farnam. 

Warren J. H. Shock. 



EDUrATTON TN TXDIANA. 219 

( 'if I/. Svprrintcndcuf. 

Warsaw Noble Harter. 

Washington W. F. Axtell. 

Warterloo W. S. Almond. 

Waveland Rupert Simpkins. 

Westfield W. A. Jessup. 

West Lafayette E. W. Lawrence. 

Whiting R. L. Hughes. 

Williamsport .S. O. Hanson. 

Winamac W. H. Kelley. 

Winchester O. R. Baker. 

Windfall John Owen. 

Wolcott E. B. Rizer. 

Worthington W. B. VanGorder. 

Zionsville H. F. Gallimore. 



4. PEOFESSTOTv^AL TRATNIXG OF HIGH SriTOOL 

TEACHERS. 

The public lii^i scliool as it exists today in America is largely 
the growtli nf the p-Tst sixty years. These schools have to a 
large extent sn])])lante(l the endowed academies and private schools 
that formerly constituted the only connection between the ele- 
mentary schools and the college. Its development has been so 
rapid and com]ilete that at the beginning of the twentieth century 
Ave find it a fundamental ])art of the system of public education 
in all our states. 

The functions of the high school may be enumerated as follows: 

1. Tt completes and symmetrizes the work begun in the ele- 
mentary schools. 

2. Tt seeks the safety of the state by extending to the more 
capable children of all classes those educational advantages that 
will result in the selectiou and training of leaders for intelligent 
service in academic, professional, and industrial life. 

3. Tt opens the doors of the college, the technical, and the 
professional schools to capable boys and girls of slender means. 

4. Tt snpplies teachers and furnishes incentives to the ele- 
mentary schools. 

5. Tt seeks to maintain political equality and active sympathy 
among all classes. 

fi. Tt serves to extend among the mass of people the beneficent 
results of hia'her training- and sound learnino-. 



220 EDUCATION TN INDIANA. 

7. Tt seeks tn iiii|)liiiit in rlic minds of vniitli tli(> finulanieiital 
notions of ideTilisiii and morality. 

Tn inalvinc; a stn<l_v of the hiii'li scliools of the eoinitrv one will 
find tliat tlie Aveakest element in their work results from lack 
of trained tcaeliers. A oreat majority of the teaehers have re- 
ceived no ])rofossional trainino; whatever. It has been too long- 
held that teaehers like y^oots! are horn, not made, and therefore 
any professional and tcchnicnl insfrnction, or criticism of their 
work is sn])erfluons. There seems to he a helief that hy some 
mysterions ])rocess of mental alchemy college stndents may he 
transformed into snccessfnl teachers hy sitting behind the in- 
strnctor's desk. A yoniig man does not become a ])racticing ])liv- 
sician after taking a college conrse in physi(dogv, or a lawver 
after passing his examination in constitntiomil law; the state in 
both cases protects, alike, the yonng man frdin himself and the 
commnnity fi'oni his inex])erience. This sort of ])rotection is 
not extende<l to flic schools of the state, and high school stndents 
everywhere ai'e snfferers from the well meant bnt crnde efforts 
of college gradnates to gain e.\])erience, an ex]ierience that mnst 
be gained at the exp(>nse of their i)n])ils. Tlnndrcds of yonng 
teachers with high scholarly attainments enter onr high schools 
with ambition to sncceed, rejoicing in their op])ortnnities for suc- 
cess; yet there is a constant ))rocession of those who as failnr{\s 
abandon the profession simi)ly becanse they ne\('i' wore tanght 
the first principles of theory and ]iractice. and of method in 
the work before them. 

The secondary school is not merely the tii'st fonr years of the 
college, nor is it an additional foni' years of the elementary 
schools. The secondary school of tod;iv fills a place in the edn- 
cation of tlie child (hal is nntonche(l bv the elenicntai'v school 
or the \vnv co]l(>ge. The child enters the high school at fivmi 
thirteen to fifteen \-ears of age. and for the next fonr or five 
years passes tliron,uh a distinct and x'ital pei'iod of his develo])- 
ment. TTis trainiiii: dnring this adolescent perio(l j-yresents new 
and vital ])roblenis that are not met in the )»i'imary oi' elementary 
schools, and which are not impoi'tani in the real college. 

With this psychological and new bii'tli, new and distinct meth- 
ods become im])erati\c. The indi\idnal at this stag(^ more than 
at ;iny other time of his life, is susceptible to real cnltni'e and 



EDUCATION IN INDIANA. -l-Jl 

development. In most lives tliis is rlic time of natural dawn 
of the educational instinct. It is tlu' waking time of life in 
both body and mind. Jt is now that Ave find "subtle emotions 
are setting into dispositions, and disp<:>siti()iis are becoming char- 
acter." This is especially the period "when the great instincts 
of altruism begin to be felt and transform the soul, and there 
comes to the indi\-i(hial the great conception that life is after 
all not to be lived for self, V)iit for others; there comes to the 
soul the instinct of subordination and sacrihce, of being ready 
to die for w^hat he would live for." 

In this period of the cliihrs growth there is demanded of l)otli 
parents and teachers a larger knowledge of his physical and 
psychical life than at any other time; here a broader knowledge 
of the child nature and the laws of his growth is imperative. 
Here, as well as in the kindergarten and the elementary schools, 
the teacher trained for his particular work is a necessity. 

It is only during the last few years that there has arisen any 
serious question concerning the necessary qualiiications of teach- 
ers in the secondary schools. So long as the only secondary school 
of consequence was the academy or college preparatory school, 
so long the only teacher worth considering was the college grad- 
uate. He who would successfully fit boys for college must him- 
self know by experience what the college demanded. But with 
the growth of knowledge of the child's life, with an enlarged 
curriculum, and especially since the growth of the high school 
has introduced variety, not only in the subject of instruction, 
but in the purposes of the school as well, the former supply 
of teachers has proved inadequate. Unquestionably the lack of 
professional training and technical knowdedge in the art of teach- 
ing, on the part of the average college graduate, had great weight 
in promoting the belief that a college education was not an essen- 
tial pre-requisite for teaching in the secondary schools. In hun- 
dreds of cases the normal school graduate, the specialist and 
the elementary teacher who has made a reputation in school nu^n- 
agement have been selected for positions in the high school in pref- 
erence to those with a liberal college training. 

We may deplore the situation as we will, it is nevertheless 
true that the college-trained teacher without true professional 
knowdedge has but a slight advantage in gainino- admission to 



222 EDUCATION IN INDIANA. 

our secondary school. The college graduate has been carefully 
weighed these many years and too frequently found wanting. 
The specialist and the normal school graduate have also been 
tested and the popular verdict is that they, too, are often poor 
craftsmen. The educational welfare of the country demands that 
public opinion recognize higher standards of professional prep- 
aration. Those interested in the good of the school must know 
that "School keeping is not necessarily school teaching." The 
technical ability to teach includes both. "The art of teaching 
is mimicry and a dangerous gift" nnless it is founded on the 
true science of life, which takes into account the ends and means 
of education and the nature of the mind to be taught. "Gradu- 
ates of colleges and normal schools must fail as teachers in the 
high school if they teach only as they have been taught." The 
methods of college professors are not always the best, and if 
they were, high school pupils are not taught or disciplined as 
college students are. The work of the secondary school is unique. 
It requires an arrangement and ]U"esentation of the subject matter 
of instrnctiou in a way unknown in the elementary school 
and unheeded in most college teaching; it requires tact, judgment, 
and disciplinary powers peculiar to the management of youth. 

In considering the question of the advanced training of teachers 
for the secondary schools we can not fail to take into considera- 
tion the problem of remuneration of the teacher. It is becoming 
harder, year by year, for the college gradnntc to tind employment 
in the schools at a living salary. Grante<l that the nunil)er of 
positions annually falling \;tcant is relatively stationary, and that 
the number <if ap])lieants arc annually increasing, but one result 
may be expected unless an increase <»f wages can be brought 
about. I'lie law of supiily and deiuand would seem to force 
the salaries down. In tlic majority of secondary schools of the 
country, little ])ccuni;iry induceiuent is offered to the intending 
teacher to take an adxancc'l course in professional training. it 
may seem true that so lightly is higher pr(d'essional training re- 
garded in secoiulary schools that it is ;i (|uestion whether the 
average teacher who must depend on tlie u<ual salary can alTord 
to spend the time ;ind money nec(\ssai'y to the liighei' )U'e]);n';ition 
for his work. 



EDUCATION IN INDIANA. 223 

While we acknowledge the strength of this argument, we still 
contend that the great advantage of the trained teacher in the 
high school will be finally recognized. When the American people 
see that n thing is really worth having they know how to pay 
for it without grumbling. The better class of secondary schools 
over the country now pay fair salaries and insist on getting the 
ablest teachers. The very fact that the competition for these posi- 
tions is disagreeably keen is the surest guarantee of a better 
system of training teachers for the secondary work. The earnest 
young teacher can not afford to compete, other things being equal, 
with those whose prepaiation has been less expensive and less 
complete than his ; the only hope of the ambitious college grad- 
uate is to put himself distinctively above his competitors in 
the field of his chosen work. This fact furnishes the opportunity 
for the teachers' college and the school of pedagogy in the uni- 
versity-. It is precisely this condition of aft'airs which makes 
possible fnr the first time in America a serious consideration 
of ideal methods for training teachers for secondary schools. 

The committee of fifteen have said that ''One-sixth of the teach- 
ers in the United States are engaged in secondary work and in 
supervision. These are the leading teachers. They give edu- 
cational tone to the comnuinities as well as inspiration to the 
larger body of teachers. It is of great importance that they 
be imbued with the professional spirit springing from sound 
professionnl culture. The very difiicult positions which they fill 
demand ripe scholarship, more than ordinary ability, and an 
intimate knowdedge of the period of adolescence." 

During the sixty years of the existence of the normal school 
in America, its influence on the educational methods and thoughts 
of the cnuntry has been beyond estimate and its growth plie- 
nomenal. Acc(U'ding to the latest educational report of the na- 
tionnl bureau of education, 69,593 students were in attendance 
at tlio different normals and training schools of the United States. 
The excellence and thoronghness of the work in most of these 
.schools have always made them centers of educational thought 
in our country. That these institutions have as yet failed to 
provide an ideal preparation for all classes of teachers is largely 
due to the fact that they have in nearly all cases disregarded 
some of the most fundamental principles of professional training 



224 • EDUCATIOX IX IS DIANA. 

which were so ably set forth hy ( 'oiiiiiiissioiier Harris in his 
article on ''The Future of ihe A'ornial School." The most ol)vi- 
ons of these defects is the failure to (lift'ereiitiate the work tliev 
have attempted. The result of this failure is that all students, 
irrespective of the part they are to take in the profession, are 
trained side by side. The same course is supposed to train teach- 
ers to become city su})erintendents, county su})('rintendents, prin- 
cipals and teachers at high schools, elementary teachers, primai-y 
teachers, and teachers in normal schools and colleges. It is 
certainly plain that the qualifications and equipment needed for 
teachers in these various positions are different in a very large 
degree. 

The great advance made in educational methods during the 
past twenty years surely warrants us in saying that a new era 
in the problem of training teachers is beginning, resulting lirst 
from the demand of public opinion for a higher class of trained 
teachers in all de])artments of the school, and secondly, from 
the recent movement of colleges and universities in establishing 
professorships of education. It is evident to all students of edu- 
cational processes tlnit the method of instruction and the (»rgani- 
zation of the work of training teachers should vary according to 
the grade of education in Avhich the student expects ,to work. 
Commissioner Harris, in the arti(de aho\e referred to, says: 
"There is one metliod for the higher education and auotlier for 
the elementai-y. Within each of these there should he a fni'lher 
discrimination of nietliods, so that hve stages of method will 
be noted." These hve he euumei-ates ;is the nietliod <d' the kin- 
dergarten, of the elementary scliodj. of the secondary school, of 
the college, ;|iid of the n ni\-ei'sily. S|)eaking of the work which 
will he re(|uired id' the future uoi'inal scho(d and the de|)art ineut 
of education in the university, he says: ''The student will he 
taught how to present a brancli of study symbolically according 
to the method u\ the kindergarten; hy ty])ical facts as in the 
elementai-y school; scient ihcally ;is in the secondai-v school; com- 
paratively as in the college; ;is a specialist would investigate it 
in the post-graduate course." 

In France thei'c are three (dasses of normal schools and tlie 
prospective teacher enters one oi- the (.ther according to liis inten- 
tion of becomino' a teacher in the (denientarv schocds, a teaclier 



EDUCATION IN INDIANA. 225 

in the secondary schools, or a teacher of teachers. The first 
of these normal schools trains those who are to be teachers of 
boys and girls under the age of fifteen. Eighty-nine of such 
normals have been established for young men and eighty-six 
for young women in France and the French colonies. For the 
training of instructors in these normal schools two special schools 
have been established, one for men and one for women. Here 
the subjects taught in the elementary schools are studied with 
a special reference to the needs of those who are to become a 
teacher of teachers. 

The nonn'al school for the training of teachers for positions 
in secondary and higher institutions of learning is at Paris. 
In this school there are approximately one hundred students who 
are chosen by competitive examinations, open only to those who 
hold the bachelor's degree. At the end of the first year of the 
course all students are required to pass the examination for the 
master's degree. In all these normal schools courses are given 
in philosophy, psychology, history and principles of education, 
and during the last year of the course much time is devoted 
to observation and practice teaching under skilled critic teachers. 

In Germany's experience we find an illustration of the truth 
that for the true high school teacher "to liberal scholarship must 
be added special scholarship, and to special scholarship profes- 
sional knowledge, and to professional knowledge technical skill." 
There the intending teacher in the secondary schools must first 
of all be a graduate of a secondary school; he must also hold 
a degree from the university; he must then obtain a certificate 
from a state board of examiners. But this certificate confers no 
right to teach. Something more than culture and scholarship 
is required. The applicant must have taken a course in philoso- 
phy, ethics, logic, psychology, and in the history and principles 
of education, and have spent one full year in the te-ioher"s sem- 
inary, where he is trained in special methods of presenting the 
subjects which he expects to teach, in practice teaching under 
guidance, and in familiarizing himself with practical workings 
of a secondary school. It is safe to say that Germany owes more 
to the professional training of her teachers and their strong 
professional spirit than to any other factor in her educational 
system. 

15— Education. 



226 EDUCATION IN INDIANA. 

When taking up tlie study of this question your committee 
addressed a letter of inquiry to about sixty leading educators 
of the United States containing the following questions : 

1. In addition to the regular collegiate course, or its equiva- 
lent, what professional training should be required of applicants 
for high school positions ? 

2. Plow can this training be given by colleges ? 

3. How can this training be given by our normal schools ? 

4. How can this training be given by our city training schools ? 

5. AYhat requirements as to professional training are made 
of applicants for high school positions by the Board of Education 
of your city ? 

Fifty-one answers were received to this letter. In answer to 
the first question, forty-two said that in addition to the regular 
college course one or more years of strictly professional character 
covering the work (if the high school should be required. 

Of these forty -two answers, tAventy-one insisted that one-half 
year or more should be given by all students to the observation 
of good high school work and practice in actual teaching under 
skilled critic teachers. ^Vmong those favoring the requirement 
of the practice work were the following: Charles Degarmo, Cor- 
nell university ; Elwood Cubberly, Leland Stanford ; F. Truedley, 
Youngstown, Ohio; George P. Brown, Bloomington, 111.; J. F. 
Millspaugh, Minnesota state normal; Edwin B. (N)X, Xenia, 
Ohio ; G. Stanley Plall, Clark university ; Henry Wittemore, 
Massachusetts state normal; J. M. Greenwood, Kansas City; 
W. IST. Hailmann, Dayton, Ohio; Paul II. Ilanus, Harvard uni- 
versity; Sam T. Dutton, Cobunbia university; Arthur C. Boy- 
den, Arassachusetts state normal; S. T. Dial, Lockland, Ohio; 
C. B. (Jillx'rt, Bochester; C. A. McMurray, Bloomington, HI.; 
Francis W. I'arkor, Chicago; H. S. Tarludl, Provideiic(>, P. I.; 
L. II. Jones, Cleveland, Ohio. Pweh'c^ of these forty-two made 
the S])e('ializiiig in the subject the eiiiididatc" expcM'ts to leaeh, in 
addition to the usual college course, a vrvy iuipoiMaul I'ecjuire- 
ment. 

In the second question the general answer was that the colleges 
and universities could furjiish opportunities for the preparation 
of high school teaeluu-s by the establishment of schools of pedagogy 
for graduate students. In ord(U' to provide for the observation 



EDUCATION IN INDIANA. 227 

and practice work provision would necessarily have to be made 
for co-operation with the public high school in the vicinity of 
the college where students could do work under skilled direction. 

The answers to the third question were nearly uniform and 
to the effect that this work could not be done by the normal school 
as generally organized. But it would require the establishment 
in these schools of special departments for intending high school 
teachers who have completed the regular course in the college 
or its equivalent, and the establishment of practice school facili- 
ties. 

Concerning the fourth question the answers were uniform to 
the effect that the city training school could not practically do 
this work owing to the small number of teachers required and 
the large cost of maintaining a special school for this work. 
This plan was tried for a time at Providence, R. L, and at 
Brookline, Mass. 

The answers to the fifth question were to the effect that no 
city from which an answer was received had any uniform re- 
quirement in regard to the professional training of high school 
teachers. IMost of the cities require that the candidates have a 
college education or its equivalent, and many of them that they 
should have specialized in the branches they are to teach. Two 
answers held that professional training for elementary work and 
successful practice therein were a good preparation for high 
school teachers. 

"What, then, is the ideal preparation to be expected of high 
school teachers ? The lowest requirements we can consistently 
demand would include four elements: (1) General academic 
culture. (2) Special academic training in the subjects the can- 
didate expects to teach. (3) Theoretical professional training. 
(4) Practical training in the art of teaching. 

First. General culture. Six ^^ears ago the committee of fifteen 
said that "the degree of scholarship required of the secondary 
teacher is by common consent fixed at a college education. 'No 
one, with rare exception, should be employed to teach in a high 
school who has not this fundamental preparation." The culture 
gained by a four years' course in advance of the grades to be 
taught is not too much to demand. The inspiring influence that 
comes from a well developed manhood or womanhood taught 



228 EDUCATION IN INDIANA. 

to view the subjects of the secondary school in a comparative 
manner, and trained to see the relationships existing in the vari- 
ous spheres of knowledge, is a force that the managers of a high 
school can not afford to neglect. 

Second. Special training in the subjects to be taught. The 
fact that a high school teacher must in some degree be a specialist 
is generally recognized. In addition to the usual college course, 
the applicant should have specialized one or more years either 
during his college course or in the post-graduate courses of the 
university in the subjects he expects to teach. Mr. Russell, of 
Columbia university, in his article on the "Training of Teachers 
for Secondary Schools," says: "The strongest argument that 
we can use against the average college graduate is that he has 
nothing ready to teach. This argument applies with even greater 
force to the normal graduate, however well he may be equipped 
on the professional side. Neither liberal culture nor professional 
skill can at all replace the solid sub-stratum of genuine scholar- 
ship on which all true secondary education rests. No one who 
knows the scope, purpose, and methods of collegiate instruction, 
no one familiar with the work of the average normal school, will 
for a moment say that such training necessarily gives any remark- 
able degree of special knowledge. Special scholarship is an abso- 
lute necessity to qualifications for secondary teaching. Without 
it the teacher becomes a slave to manuals and text-books ; his work 
degenerates into a formal routine with no life, no spirit, no educa- 
tive power." 

Third. Theoretical professional training. The committee of 
fifteen outlined the course in the science of teaching for the 
secondary teacher to include psychology in its physiological and 
experimental features, methodology, school economy, history of 
education, and philosophy of education. The true teacher must 
know the nature of mind. He must understand the process of 
learning, the formation of ideals, the development of the will, 
and the growth of character. The secondary teacher should have 
had such a course in professional work as will enable him to 
view his own subjects and the entire course of instruction in 
their relation to the child and society. "A teacher may be able 
to teach the subject ever so well, may have the reputation of 
being a distinguished educator, yet througli his whole life may 



EDUCATION IN INDIANA. 229 

be a teacher of Latin or physics or history, rather than a teacher 
of children." The secondary teacher needs to know the psychology 
of the adolescent period, in particular. This is that important 
time in a child's life which we know as the period of beginnings, 
the beginning of a more generous and ambitions life, a period 
haying the future wrapped up in it; a transition period of storm 
and stress, in which egoism giyes way to altruism and the social, 
moral and religious feelings bud and bloom. To be a guide of 
youth in this formative state requires a nature both deep and 
sympathetic, and a knowledge and insight into the deeper nature 
of child life. 

Fourth. Practical training in the art of teaching. The special 
training for the actual work of the schoolroom is of primary 
importance. It is safe to say that no quality is so absolutely 
desired in the teacher as the technical ability to teach. After 
the question relating to general culture, special and professional 
knowledge have been answered, there comes the all-important ques- 
tion that must be asked of every candidate — "Can he teach ?" 

This training in the art of teaching should include both obser- 
vation and practice. Tn all real training schools for secondary 
teachers, students must be required to observe true high school 
work until they have become saturated with its spirit. They 
must also be given large opportunity to do practice teaching under 
the guidance of skilled critic teachers. 

Many of the larger colleges and universities of our country 
have within the past few years recognized the importance of 
professional training of college graduates for teaching in high 
schools and colleges and have established post-graduate courses 
in educational work to meet this need. A few of the best normal 
schools have also sought to meet this demand, and have estab- 
lished regular courses, in which college graduates may do a 
high grade of professional work. Tn most instances, however, both 
the normal schools and the colleges have failed to afford oppor- 
tunities for regular practice work in high school teaching. In 
many cases they provide ample opportunity for observation, but 
omit entirely the practice work. 

In Harvard pedagogical school arrangements have been made 
with the neighboring high schools whereby graduate students, 
before completing their course in professional work, may not only 



230 EDUCATION IN INDIANA. 

observe high school work, but do actual teaching under skilled 
critic teachers. In BroAvn university we understand tliat grad- 
uate students in the pedagogical department may teach half the 
time in the Providence high school under skilled supervision. 
The Columbia teacher's college affords opportunities to all stu- 
dents for both observation and practice work. The high school 
at Brookline, Mass., under Superintendent Dutton, arranged to 
give graduate students from Wellesley college opportunities for 
observation and practice under critic teachers. We understand 
that a few of the state normals in the east have offered similar 
advantages to students preparing for high school teaching. 

The Indiana state normal school attempts to do four things 
in order to aid the student wishing to engage in high school Avork 
in their preparation : 

1. The course of study affords to the students a fairly ade- 
quate opportunity to study the different branches taught in the 
high school, and to specialize upon them. 

2. In the practice work the students who are to enter upon 
teaching in the high schools are given more extended observation 
and practice in grades seven and eight than in the lower grades. 
This enables them to have a very clear notion of the condition 
of students entering the high schools. 

3. By an arrangement with the city school board and the 
superintendent of the city schools, such students are assigned 
for observation in the Terre Haute high school. This observation 
is both general and special; that is, they observe the work of 
the different departments in general, and give special observation 
in the department for which they are preparing. 

4. These students at the end of the work in observation make 
a specific report to the head of the professional department as 
to courses of study, methods and presentations, etc., as found 
in the high schools. 

The Indiana university offers courses in psychology, philosophy 
and pedagogy in educational work which it would require several 
years' study to complete. Some of these are designed especially 
for intending high scIkjoI tonchevs and give in compact, separate, 
practical form sucli a survey of principles, methods, and organi- 
zation in secondary education as is deemed necessary. The fol- 



EDUCATION IN INDIANA. 231 

lowing statements of these special courses are taken witli but 
slight alteration from their catalogue: 

1. Special courses in high school pedagogy. High school ped- 
agogy, lectures, reports, recitations. The following topics are 
treated : High school management, including hygiene ; the organ- 
ization and function of secondary schools in different countries; 
the general history of secondary education ; the history of meth- 
ods; the psychology of adolescence; the reports of the committee 
of ten and the committee on college entrance requirements, with 
related literature. 

2. Teachers' courses in the different departments. Most of 
the departments whose subjects are represented in high schools 
offer teachers' courses in which the methods of teaching such 
subjects are discussed and illustrated. 

3. Conferences on secondary education. Lectures on the 
methods of teaching the snbjects in the high school curri 'iilinn 
are given by the professors of the different departments of the 
university concerned. 

4. Observation and apprentice courses. Each student talcing 
this work will teach not less than two weeks as an apprentice in 
some high school to be agreed upon, and will also visit and prepare 
a written report upon the work in at least four other high schools. 

In these schools opportunities for full and sufficient practice 
work are not yet provided. But the indications all point one 
way. The outline of work in the high grade professional school 
of the future, in which high school teachers are to be trained, 
must include in addition to the usual curriculum in special studies, 
full opportunities for observation and practice in high school 
classes under trained supervision. — From report of committee rep- 
resenting the Indiana council of education, Supt. T. A. Mott, 
chairman. 



232 EDUCATION IN INDIANA. 

5. STATISTICS AT^D TLLTTSTRATIONS OF 
COMMISSIONED HIGH SCHOOLS. 

AKRON HIGH SCHOOL. 

Mrs. C. H. Templeton. Snporintondont. 

Organized, 1896. Commissioned, 1901. 
Superintendents, witti dates of service: 

Mr. A. A. Campbell 1896-1899 

Mr. James Heines 1899-1902 

Mr. A. E. Cast 1902-1903 

Mrs. Carrie H. Templeton 1903-1904 

Principals and assistants: 

Mr. A. E. Gast. 1899-1901 

Mrs. C. H. Templeton 1901-1903 

Mr. J. H. Heighway 1903-1904 

High school teachers and subjects they teach: 

Mrs. C. H. Templeton, English and Mathematics. 
Mr, J. D. Heighway, Mathematics and Science. 
Mr. Ralph Noyer, Latin and History. 
Average yearly salary of high school teachers. Including superintendents, 

$480. 
Training of teachers: 

Mrs. C. H. Templeton, State Normal, Terre Haute, a graduate; an 

undergraduate of Chicago University; attended three years. 
Mr. J. D. Heighway, a graduate of Valparaiso Normal. 
Mr. Ralph Noyer, a graduate of Akron High School; an undergradu- 
ate of Indiana University, attended one year. 

Enrollment in high school 42 

Total enrollment in grades and high school 230 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (1903) 1 

Number in this class that went to college None 

Number of graduates since school was organized 22 

Number of these who have attended college 5 

ALBANY HIGH SCHOOL. 
W. L. Cory. Superintendent. 

Organized, 1893. Commissioned, October. 1899. 

Superintendents, witli dates of service: 

N. B. Powers 1893-189.^) 

E. F. Dyer 1805-1899 

H. S. Kaufman, September 3899-1903 

W. L. Cory, September 1903- 

Principals and assistants: 

Principal, .7. E. Orr; Assistant. :\Irs. H. S. Kaufman 1899-1900 

Principal, W. L. Cory; Assistant, Mrs. IT. S. Kaufman 19n?)-in03 

Principal, J. C. Dickerson; Assistant. Wilbur V. Bell 1903- 



EDUCATION IN INDIANA. 



233 



High school teachers and subjects they teach: 

W. L. Cory, Botany, Physics and History. 

J. C. Diclierson, Latin and Mathematics. 

W. V. Bell, English and History. 
Average yearly salary of high school teachers, including superintendent, 

$G00. 
Training of teachers: 

W. L. Cory, graduate classic course, three years. Central Normal 
College; also graduate, four-year course, Indiana State Normal 
School. 

J. C. Dickerson, graduate course, Lebanon Normal. 

W. V. Bell, graduate Albany High School. 

Enrollment in high school 34 

Total enrollment in grades and high school 32.5 

Number of girls graduated last year (1903) 5 

Number of boys graduated last year (1903) 2 

Number in this class that went to college 2 

Number of graduates since school was organized 33 

Number of these who have attended college 8 




Albany High School. 



234 EDUCATION IN INDIANA. 



ALBXxlNDRIA HIGH SCHOOL. 

J. G. Collicott, Superiuteudent. 

Organized, ISOo. Commissioned, 1894. 
Superintendents, witli dates of service: 

T. M. Nuzum 1893-1894 

I. V. Busl.y 1S94-1!;m:)2 

Lawrence McTuriian 1902-1903 

J. G. Collicott 1903-1904 

Principals and assistants: 

J. T. Giles 1894-1900 

J. G. Collicott 1900-1901 

J. H. Wagner 1901-1904 

O. II. Williams 1904- 

Iligh scliool teachers and subji'cts they teach: 

Oscar Williams, Science. 

Beatrice Jones, History. 

Nellie Cooke, English. 

D. A. Norris, Latin. 

Esther Schwartz, German. 

Harry Reddick, Mathematics. 

Mary Brereton, JVIusic. 

Gertrude Galerin, Drawing. 
Average yearly salary of higli scliool teachers, including supiM-intendent, 

$693. 
Training of teacliers: 

Oscar Williams, graduate Indiana State Normal; senior, Indiana 
University. 

Beatrice .Tones, junior Leland Stanford, Jr.. University. 

Nellie Cooke, gr.-iduale Itel'auw University. 

I). C. Nori'is. gi':!(lu;ite Indiana State Normal. 

Esther Sch\v;irtz. soplKiniore Indiana University. 

Harry Reddick, senioi-. Indiana I'niversity. 

Km-ollment in lugli scliool 140 

Total enrollment in grades and liigh scliool 1,335 

Number of girls graduated last year (1903) 6 

Number of boys graduated last year (1903) 3 

Number in this class that went to college 1 

Number of graduates since school was organized ~u 

Number of these who Iiave alteiided colleuc 14 



EDUCATION IN INDIANA. 



235 




Alexandria High School. 




Amboy (Academy) High School. 



236 EDUCATION IN INDIANA. 



AMBOY HIGH SCHOOL. 

A. E. Martin, Superintendent. 

Organized, 1872. Commissioned 1889. 
Superintendents, with dates of service: 

J. Z. A. McCaughau 188G-189.3 

Supt. Kimmell 1893-18'J.j 

P. M. Holie 1895-1902 

F. D. Perliins 1902-1902, Dec. 27 

A. E. Martin 1903-1904 

Principals and assistants: 

Jesse Small 1892. 

A. C. Baldwin 1892-1894 

Verne Baldwin 1894-1896 

O. T>. Melton 1896-1899 

P. L. Kling 1899-19«2 

Mildred Cain 1902-1903 

F. J. Kimball 1903-1904 

High school teachers and subjects they teach: 
A. E. Martin, Latin, History and Physics. 
F. J. Kimball, Mathematics and English. . 

A. S. Thomas, Physiography, Geography, Civics and General History. 
Average yearly salary of high school teachers, including superintendent, 

$600. 
Training of teachers: 

A. E. Martin, high school graduate; student Moore's Hill College, two 
years; Indiana University, one term; and graduate of Earlham, 
1904. 
F. J. Kimball, graduate Amboy Aciulciny; Slate Normal; and four 

terms at State University. 
A. S. Thomas, graduate Aml)oy Academy, and one term State Nor- 
mal. 

Enrollment in high scliool 60 

Total enrollment in grades and high school 230 

Number of girls graduated last year (1903) None 

Number of boys graduated last year None 

Number in this class that went to college None 

Number of graduates since school was organized 125 

Number of tliese wlio have attended college 55 



EDUCATION IN INDIANA. 



237 




ANDERSON HIGH SCHOOL. 
J. W. CaiT, Superintendent. 
Organized, 1873. Commissioned, 1875. 
Superintendents, with dates of service: 

Justin N. Study 1873-1881 

R. I. Hamilton 1881-1887 

A. J. Dipboye 1887-1890 

T. W. Carr 1890- 

Priucipals and assistants: 

R. I. Hamilton, A. J. Dipboye, Luther Cromer, John F. MeClure, 
O. L. Kelso, Wilbert Ward, James B. Pearcy. 
Average yearly salary of high school teachers, including superintendent, 

$982.94. 
Training of teachers: 

If you mean high scJiool teachers alone, see list of teachers. If you 
mean all teachers, I will say that there are 46 college people and 66 normal 
school people. Only three have had neither college nor normal school 
training— 93 teachers in all. So you see some have had both normal school 
and college training. 

Enrollment in high school 480 

Total enrollment in grades and high school 3,721 

Number of girls graduated last year (1903) 48 

Number of boys graduated last year (1903) 22 

Number in this class that went to college 12 

Number of graduates since school was organized 560 

Number of these who have attended college 238 



238 EDUCATION IN INDIANA. 



ANGOLA HIGH SCHOOL. 

H. H. Keep, Superintendent. 

Organized, 1871. Commissioned, 1902. 
Superintendents, with dates of service: 

A. B. Stevens No data 

W. O. Bailey No data 

J. W. Wyandt is;*:',- p. >().■; 

No data for earlier superintendents. 
Principals and assistants: 

C. J. Sharp, Howard Long, Mrs. INIelendy, Orville Smith. 
High school teachers and subjects they teach: 

H. L. Rockwood (Grammar Grade), Algebra and Geometry. 

E. v. Shockley, English, History, Latin, Physical Geography. 

H. H. Keep, Algebra, Science, German. 
Average yearly salary of high school teachers, including superintendent, 

$741.66%. 
Training of teachers: 

H. H. Keep, superintendent, B. S., Tri-State Normal College. 

E. v. Shockley, senior, Indiana University. 

H. L. Rockwood, B. S., Tri-State Normal College. 
Training of teachers: 

No special, except from experience. 

Ein-ollmeiit in high school 85 

Total em-ollment in grades and high school 425 

Number of girls graduated last year (1903) 13 

Number of boys graduated last year (1903) 6 

Number in this class that went to college No data 

Number of graduates siTice school Avas organized 190 

Number of these avIio have ;i It ended college No data 



EDUCATION IN INDIANA. 



239 



ARCADIA HIGH SCHOOL. 
E. J. Llewelyn, Superintendent. 

Org-anized, 1887. Commissioned, 1902. 

Superintendents, with dates of service: 

C. A. Peterson 1887-1889 

J. A. Mitcliell 1889-1891 

M. C. Martz 1891-1893 

J. M. Ashby 18!)3-1894 

J. H. Mavity 1894-1895 

W. Curtis Day 1S95-189G 

E. E. Vance 1890-1897 

N. C. Randall 1897-1901 

E. J. Llewelyn since 1901 

Principals and assistants: 

Preceding the year 1899 the superintendent did all the work. 

W. A. Jessup, Principal 1899-1901 

E. G. Klotz, Principal 1900-1901 

R. G. Seals, Principal 1901-1903 

Miss Julia E. Stout since 1903 

The Assistant Principals are as follows: 

E. E. Fitzpatrick 1899-1902 

W. B. Shoemaker, A. B., 1902-1903 

J. S. Hinshaw, A. B since 1903 




Arcadia High School. 



240 EDUCATION IN INDIANA. 

High school teachers and subjects they teach: 

Miss Julia E. Stout, High School Principal, English and History. 
Mr. I. S. Hiushaw, First Assistant Principal, Science and Mathe- 
matics. 
E. J. Llewelyn, Superintendent, Latin. 
Walter Harger, Music Supervisor. 
Average yearly salary of high school teachers, including superintendent, 

$570. 
Training of teachers: 

E. J. Llewelyn, graduate of Westtield Commissioned High School; 
undergraduate in Earlham College for three years; and attended 
and taught in a county normal three summei's. Has taught and 
superintended for 51 montlis. 
Miss Julia E. Stout, graduate of Cicero Commissioned High School; 
has had 11 terms of worl^; at DePauw University, and has taught 
a number of terms successfully. 
Mr. I. S. Hinshaw, A. B., high school graduate; Earlham graduate 
spring of 1903; attended summer term (1903) at State Normal. 

Enrollment in high school 72 

Total enrollment in grades and high school 351 

Number of girls graduated last year (1908) 5 

Number of boys graduated last year (1903) 2 

Number in this class that went to college 2 

Number of graduates since school was organized 74 

Number of these who have attended college 22 

ASHLEY HIGH SCHOOL. 

James A. Moody, Superintendent. 

Organized, 1894. Commissioned, 1903. 
Superintendents, with dates of service: 

W. H. May 1893-1897 

J. Walter Johnson 1897-1901 

H. H. Keep 1901-1903 

James A. Moody 1903- 

Principals and assistants: 

Miss Roxana G. Johnson. 
High school teachers and subjects they teach: 

James A. Moody, Latin, Geometry, Physics, Chemistry and Book- 
keeping. 
Miss Roxana G. Johnson, Greek and Roman History, English 
History, Literature (American and English), Composition and 
Rhetoric, and Algebra. 
Average yearly salary of high school teachers, including superintendent, 

$500. 
Training of teachers: 

Supt. James A. Moody, A. B., from Tri-State Normal College, An- 
gola, Ind.. course 36 months. 



EDUCATION IN INDIANA. 241 

Principal Miss Roxana G. Johnson, A. B., from Indiana University. 
Seventh and eighth grades, Miss Luella Rempis, undergraduate of 

Indiana State Normal, with three years credits. 
Fifth and sixth grades. Miss Berta Mills, undergraduate of DePauw, 

two years. 
Third and fourth grades. Miss Gussie Courter, Rochester Normal 

graduate, three years. 
Second grade. Miss Ruth Keep, undergraduate from Tri-State Nor- 
mal College, two years attendance. 
First grade. Miss Alma Hussleman, undergraduate Tri-State Normal 
College, two years. 

Enrollment in high school 34 

Total enrollment in grades and high school 240 

Number of girls graduated last year (1903) 4 

Number of boys graduated last year (1903) 3 

Number in this class that went to college 4 

Number of graduates since school was organized 20 

Number of these who have attended college 12 

ATTICA HIGH SCHOOLS. 
E. H. Drake, Superintendent. 
J. B. Layton, Acting Superintendent. 
Organized, 1870. Commissioned, 1875. 
Superintendents, with dates of service: 

Waltz, Caldwell, Barnett, Butler, Buzzell, French, Kenaston, S. E. 
Harwood, Coultrap, W. H. Hershman, W. A. Millis, E. H. Drake, 
J. E. Layton. 
Principals and assistants: 

W. F. Mullinnix, present Principal. 
High school teachers and subjects they teach: ' 

W. F. Mullinnix, Mathematics and History. 
Carolyn S. Greene, English and German. 
Winifred A. Hubbell, Latin and History. 
G. W. Henderson, Science. 
Average yearly salary of high school teachers, including superintendent, 

$789. 
Training of teachers: 

J. E. Layton, graduate Indiana State Normal School and Indiana 

University. 
Carolyn Greene, graduate Monticello Seminary. 
Winifred Hubbell, graduate Michigan University. 
W. F. Mullinnix, graduate Spencer High School. 

Enrollment in high school 85 

Total enrollment in grades and high school 661 

Number of girls graduated last year (1903) 8 

Number of boys graduated last year (1903) 3 

Number in this class that went to college 2 

Number of graduates since school was organized 151 

Number of these who have attended college 70 

16— Education. 



242 EDUCATION IN INDIANA. 

AUBURN HIGH SCHOOL. 

B. B. Harrison, SupcrintondeuT. 

Organized, 18S0. Commissioned, 1886. 
Superintendents, witli dates of service: 

W. H. Myers 1880-1882 

M. W. Harrison 1882-1886 

B. B. Harrison 1SS6 to present time 

Principals and assistants: 

Dr. Lida Leasure 1882-1884 

H. E. Coe 1884-1888 

Minnie Deming 1888-1889 

H. E. Coe 1889-1894 

J. C. Teeters 1894-1898 

H. G. Brown 1898-1901 

O. D. Tyuer 1901- 

Higli scliool teacliers and sul)jects tliey teacli: 

O. D. Tyner, Principal Iligii School, Mathematics and History. 
Julia M. Hodge, Latin and English. 

B. B. Harrison, Superintendent, Latin, German and Science. 
Mae Pro vines. Physical Geography. 
Average yearly salary of high school teachers, including superintendent, 

$712.50. 
Training of teachers: 

B. B. Harrison, A. B., Oberlin College. 
O. D. Tyuer, undergraduate (several schools). 
Julia M. Hodge, A. B., Michigan University. 
Mae Provines, undergraduate Chicago University. 

Enrollment in high school 72 

Total enrollment in grades and liigli scliool 020 

Number of girls graduated last year (1903) 8 

Numl)er of boys graduated last year (190o) 2 

Numl)cr in this class that went to college 2 

Number of graduates since school was organized I.jI 

Numl)er of these who have attended college 54 

AURORA HIGIII SCHOOL. 
Jos. R. Houston, Su|i('rint(Mi(h'nt. 

Organized, 3 860. Commissioned, 1904. 

Su])('i-intend('nts, Avitli dates of servic(>: 

A. \V. Freeman 1S(;,3-1S65 

.M. llutcliinson 1865-1866 

O. H. Temi)le 1866-1868 

J. M. Davidson 18(!8-1869 

E. S. Clark 1860-1876 

F. H. Tufts 1S76-1881 

R. S. Groves 1881-188:? 

F. D. Cliurcliill 1883-1890 



EDUCATION IN INDIANA. 



243 




244 EDUCATION IN INDIANA. 

Robt. Wood 1890-1895 

Sanford Bell 1895-1896 

J. R. Houston 1896- 

Pi'incipals and assistants: 

Thos. W. Records. 
High school teachers and subjects they teach: 

Thos. W. Records, Physics, Euglish and History. 

Miss Huldah Severin, Mathematics. Civil Government, Physical 
Geography and Botany. 

Miss Kalla Kassebaum, English and Latin. 
Average yearly salary of high school teachers, including superintendent. 

$731.25. 
Training of teachers: 

Thos. W. Records, graduate of State Normal and State University. 

Miss Huldah Severin, graduate of State Normal. 

Miss Kalla Kassebaum, graduate State Normal and State University. 

Jos. R. Houston, M. S., Moores Hill College. 

Enrollment in high school 118 

Total enrollment in grades and high school 600 

Number of girls graduated last year (1903j 5 

Number of boys graduated last year (1903) 4 

Number in this class that went to college 3 

Number of graduates since school was organized 334 

Number of these who have attended college 45 

BEDFORD HIGH SCHOOL. 

W. E. Alexander. Superintendent. 

Organized, 1870. Commissioned, 1884. 
Superintendents, with dates of service: 

Jas. A. Madden 1870-1880 

D. D. Blakeman 1880-1883 

F. P. Smith 1883-1888 

F. M. Stalker 1888-1892 

Chas. Thomas 1892-1893 

E. K. Dye 1893-1895 

Chas. Cunningham 1895-1896 

W. E. Alexander 1896- 

Iligli school teachers and subjects they teach: 

Arda Knox, Mathematics. 

A. B. Lowder, English. 

R. E. Newland, Science. 

Clara Friedley, History. 

Lillian Bassett, Latin. 
Average yearly salary of higli school teachers, including superintendent, 
$782.50. 



EDUnATTDN TN INDIANA, 



245 




246 EDUCATION IN INDIANA. 

Training of teachers: 

W. E. Alexander, Indiana State Normal and Ft. Wayne College. 

Arda Knox, Indiana University. 

A. B. Lowder, Indiana University. 

R. E. Newland, Indiana University. State Normal and DePaiiw. 

Clara Friedley, DePauw. 

Lillian Bassett, Depauw. 

Enrollment in high school 149 

Total enrollment in grades and high school 1,.51S 

Number of girls graduated last year (100.3) 10 

Number of boys graduated last year (lOOo) 

Number in this class that went to college 5 

Number of graduates since school was organized Altout 300 

Number of these who have attended college 7.5 

BLOOMFIELI) HIGH SCHOOL. 

C. B. McLinn, Superintendent. 

Organized, . Commissioned. 1880. 

Superintendents, with dates of service: 

Christian Daniels 1894 

A. J. .Johnson 1894-1895 

W. T. Brown 1895-1900 

E. R. Mason 1900-1902 

C. B. McLinn 1902- 

High school teachers and sul).iects they teach: 
C. B. McLinn, English. 
W. L. .Tones, Mathematics and Science. 
Anne M. Cunningham. Latin and History. 
Average yearly salary of high school teachers, including superintendent, 

."fOOO. 
Training of teachers: 

Superintendent. C. B. McLinn, Indiana Universily. 
Principal. W. L. .Tones, undergraduate Indiana TTniversity. 
Miss Anne M. Cunninglinm, undergraduate Indiana State Normal 
and AVestern College and Seminary. 
IOnr(»lhnent in higli school, tliis year's enrollment, 75; present enroll- 
ment 05 

Total enrollment in gr.ades and high school 4.50 

Number of girls graduat(>d last year (1903) 9 

Number of boys graduated last year (1903) 5 

Number in this class lliat went to college 

Xunil)er of graduates since school was organized Since 1889. 120 

Number of these who have attended college Since 1889, 34 



EDUCATION IN INDIANA. 247 

BLOOMINGTON HIGH SCHOOL. 
James K. Beck, Superinteudeut. 

Organized, 1885. Commissioued, 1885. 

Superintendents, witli dates of service: 

Margaret H. McCalla 1885-1890 

C. M. Carpenter 1890-1893 

Zenas B. Leonard 1893-1895 

W. H. Fertich 1895-1900 

Will H. Glascock 1900-1901 

James K. Beck 1902- 




Bloomington High School. 

Principals and assistants: 

Principal, John W. Carr; Assistants. William A. Kawles, Ella Tur- 
ner and Grace Woodburn. 

Principal, Grace Woodburn; Assistants. Laura Hendrix, J. E. Sliep- 
ardson and D. T. Weir. 

Principal, J. Z. A. McCaugliau; Assistants, Carrie Colvin and Kate 
M. Hight. 

Principal, James K. Beck; Assistants. Kate M. Hight, Nester D. 
Dodd and James F. Organ. 

Principal, Howard H. Clark; Assistants, J. H. Castleman and J. C. 
Castleman. 



248 EDUCATION IN INDIANA. 

Present corps of high school teachers: 

Howard H. Clark, Principal and Instructor in Latin. 
J. C. Castleman, Assistant Principal and Instructor in English. 
R. E. Roudebush, Instructor in Mathematics. 
Minnie B. Ellis, Instructor in History. 
Edith R. Riley, Instructor in Latin and German. 
Sarah V. Hauua, Assistant Instructor in English. 
O. D. Melton, Assistant Instructor in Science. 

John Montgomery, Assistant Instructor in Mathematics and Science. 
Mary Johnston, Assistant Instructor in Latin. 
Average yearly salary of high school teachers, including superintendent, 

from 1885 to 1904, $087.14. 
Training of present corps of high school teachers, including superin- 
tenent: 
James K. Beck, Superintendent, A. B. and A. M., Indiana Univer- 
sity. 
Howard H. Clark, Principal and Instructor in Latin, graduate Dan- 
ville, Indiana, Normal, and A. B., Indiana University. 
J. C. Castleman, Assistant Principal and Instructor in English, A. 

B., DePauw University, and A. B., Indiana University. 
R. E. Roudebush, Instructor in Mathematics, A. B., Indiana Univer- 
sity. 
Minnie B. Ellis, Instructor in History, graduate Indiana State Nor- 
mal and A. B., Indiana University. 
Edith R. Riley, Instructor in Latin and German, A. B., Woman's 

College, Baltimore, Maryland. 
Sara V. Hanna, Assistant Instructor in English, A. B., Indiana 

University. 
John Montgomery, Assistant Instructor in Mathematics and 

Science, student Indiana University. 
Mary Johnston, Assistant Instructor in Latin, A. B. and A. M., 
Indiana University. 

Enrollment in high school 250 

Total enrollment in grades and high scliool 1,400 

Number girl graduates, June, 1903 24 

Number boy graduates, June, 1903 12 

Number girl graduates, June, 1903. in college 13 

Number boy graduates, June, 1903. in college 9 

Number graduates since school was organized 500 

Number of these who have attended college 300 

BLUFFTON HIGH SCHOOL. 
W. A. Wirt, Superintendent. 

Organized, 1881. Commissioned, 1882. 

Superintendents, with dates of service: 

P. A. Allen 1881-1891 

W. P. Burris 1891-1897 

E. H. Walker 1897-1899 

W. A. Wirt 1899- 

Principals and assistants: 

Chas. G. Dailey, Principal. 



EDUCATION IN INDIANA. 



249 



High school teachers and subjects they teach: 

Chas. G. Dailey, Mathematics and Geology. 

Blanche Karns, Latin, English and Botany. 

Oliver C. Lockhart, History and English. 

Simon G. Engle, Zoology, Physics, Chemistry and (lorman. 

Harriett Fudge, Music and Drawing. 

Ethel Thornbnrg, Sewing. 

Guy E. Wulfing, Manual Training. 
Average yearly salary of high school teachers, including superintendent, 

$793. 
Training of teachers: 

No teacher is employed for high school work who is not a graduate 
of a standard college or university, except in manual training, 
drawing and music departments. 

Enrollment in high school 166 

Total enrollment in grades and high school 1,043 

Number of girls graduated last year (1903) 17 

Number of boys graduated last year (1903) 11 

Number in this class that went to college 12 

Number of graduates since school was organized 235 

Number of these who have attended college 72 




Bluffton High School. 



250 EDUCATION IN INDIANA. 

BOONVILLE HIGH SCHOOL. 

Cliiirles E. Clark. Superinteiidont. 

Oryauized, ISOS. CoimiiissioiuHl, 1887. 
Superintendents, with dates ot service: 

D. S. Hoover 18<;8-1871 

Walter Welch 1871-1874 

John W. Davidson 1874-1877 

INIartin 1877-1880 

John W. Davidson 1880-1881 

Zachariah Emerson 1881-1885 

Chas. E. Clarke 1885- 

Principals and assistants: 

M. W. Numbers, Latin and Mathematics. 
R. S. Moore, History and English. 
Average yearly salary of high school teachers, including superintendent, 

.$805. 
Training of teachers: 

Martin W. Numbers, Ph. B., Ann Arbor. 

R. S. Moore, A. B., Indiana State ITniversity. 

Chas. E. Clarke. 

Enrollment in high scliool 07 

Total enrollment in grades and high scliool 702 

Number of girls graduated last year (lOO.*!) 7 

Number of boys graduated last year (l!>(i;>) :^ 

Nnml)er in this class that went to college 2 

Number of graduates since school was organized 118 

Number of these who have attended college 19 

BOSWELL HIGH SCHOOL. 
J. H. Barnes, Superintendent. 

Organized, 1890. Commissioned, 1901. 

Superintendents, wilh dates of service: 

J. Caldwell 1896 

C. H. Kellog 1897-1900 

C. H. Miller 1900-1904 

.L H. Barnes 1904- 

Principals and assistants: 

Miss Ada Smith, J. G. Winsoi-. Mrs. C. F. Millc)-. M. A. Dalman 
and Miss Sara Darby. 

High school teachers and siilijcds llicy Icacli: 

J. II. Barnes, Superintendent. P.otany and Mnllicinatics. 

M. A. Dalman, I*rincii)al, Latin and Physics. 

Miss Sara II. DaiMiy, Assistant in German, Literature and History. 

Average yearly salary of high school teachers, including siii)erintendent, 
.$.597. 



EDUCATION IN INDIANA. 251 

Training of teachers: 

J. H. Barnes, A. B., DePauw, Superintendent. 

M. A. Dalman. A. B., DePauw, Principal. 

Miss Sara II. Darby, Ph. B., DePauw, Assistant. 

Enrollment in hii-h school (m 

Total enrollment in schools 2:j() 

Number of girls graduated last year (I'.JUoj 7 

Number of boys graduated last year (1903) 1 

Number of graduates since school Avas organized 19 

Number of these who have attended college 3 

BRAZIL HIGH SCHOOL. 

L. B. O'Dell, Superintendent. 

Organized, 1885. Commissioned, 1889. 
Superintendents, with dates of service: 

J. C. Gregg Began, 18TG 

A. D. Hurst, James W. Brown, W. H. Ferdick and L. B. O'Dell. 
Principals and assistants: 

T. M. James, eighteen years. 

F. M. Garver, two years. 
High school teachers and subjects they teach: 

F. M. Garver, Algebra, Geometry and Physics. 

Wm. Arnett, History, Botany and Physiology. 

Nellie Head, English Grammar, Composition, Rhetoric and English 
Literature. 

Jennie Fisher, Latin. 
Average yearly salary of high school teachers, including superintendent, 

$804.60. 
Training of teachers: 

P. M. Garver, undergraduate Indiana University, graduate Indiana 
State Normal. 

Wm. Arnett, graduate Indiana State Normal. 

Nellie Head, graduate Indiana State Normal. 

Jennie D. Fisher, graduate of DePauw and undergraduate of Ann 
Arbor. 

L. B. D'Bell, graduate of Indiana State Normal, Northwestern, and 
undergraduate of Columbia University. 

Enrollment in high school 144 

Total enrollment in grades and high school 1.844 

Number of girls graduated last year (1903) 7 

Number of boys graduated last year (1903) 4 

Number in this class that went to college 4 

Number of gradiiates since school was organized 273 

Number of these who have attended college No record 



252 EDUCATION IN INDIANA. 

BREMEN HIGH SCHOOL. 
W. F. Ellis, Superiutendent. 

Organized, 1887. Counnis.sioued, 1901. 

►Superintendents, with dates of service: 

H. H. Miller 1878-1892 

J. E. Pomeroy 1892-1893 

D. B. Fliclcinser 1893-1894 

W. P. Ellis 1894-1904 

IM'ineipals and assistants: 

Lizzie Christy 1894-1895 

I. S. Hahn 1895-1897 

John Crowley 1897-1898 

Milo F. Hale 1898-1903 

Chas. H. Barts 1903-1904 

High school teachers and subjects they teach: 
W. F. Ellis, History, Latin and English. 

C. H. Barts, Science and Mathematics. 

D. O. Miller, German. 

Evelyn Harscli, Assistant in English. 
Average yearly salary of high school teachers, including superintendent. 

$500. 
Training of teachers: 

W. F. Ellis, A. B., Indiana University, 1899; graduate Indiana State 
Normal, 1892; graduate student Chicago University, 1901. 

C. H. Barts, three years in Valparaiso School. 

D. O. Miller, graduate of Scientific Course, Valparaiso. 
Evelyn Harsch, graduate Plymouth High School. 

Enrollment in high school 34 

Total enrollment in grades and high school 400 

Number of girls graduated last year (1903) 8 

Number of boys graduated last year (1903) 2 

Number of graduates since school was organized 68 

Number of these who have attended college 37 

BROAD RIPPLE HIGH SCHOOL. 
S. B. Flasket, Superintendent. 

Organized, 1883. Commissioned, 1893. 

Superintendents, with dates of service: 

J. S. Puett 1883-1891 

Thomas Smith 1891-1893 

R. E. Harris 1893-1901 

S. B. Flasket 1^01- 

Principals and assistants: 

E. A. Cunningham. 
J. W. Bowdcn. 
Bessie Hendrix. 
Arthur Jackson. 

J. B. Hessong. 



EDUCATION IN INDIANA. 



253 




'^•^m^ 








Bremen High School. 



High school teachers and subjects they teach: 

Arthuf Jackson, Science and History. 

Bessie Hendrix, German and English. 

J. B. Hessong, Mathematics and English. 
Average yearly salary of high school teachers, including superintendent, 

$733. 
Training of teachers: 

S. B. Flasket, A. B., Indiana University; graduate Indiana State 
Normal; graduate student Chicago University, summer quarter, 
1902. 

Arthur Jackson, undergraduate Indiana University, nearly four 
years. 

Bessie Hendrix, A. B., Indiana University. 

John B. Hessong, graduate State Normal School. 

Enrollment in high school 47 

Total enrollment in grades and high school 260 

Number of girls graduated last year (1903) 6 

Number of boys graduated last year (1903) 1 

Number in this class that vfent to college 1 

Number of graduates since school was organised G5 

Number of these who have attended college 15 



254: EDUCATION IN INDIANA. 



BROOKVILLE HIGH SCHOOL. 

Henry L. Smith, Siiperiiitenclent. 

Organized, ISTo. Commissioned, 1879. 
Superintendents, witli dates of service: 

A. W. Biegble 1873-18TG 

J. E. Morton 18TG-1881 

H. M. Skinner 1881-1884 

A. N. Crecraft 1884-1880 

C. W. McClure 188G-1893 

E. M. Temple 1893-189,j 

Noble Harter 1895-1899 

H. S. Voorhees 1899-1901 

H. L. Smith 1901- 

Principals and assistants: 

Principal, N. V. Patterson; Assistant, Michael Bossert. 
High school teachers and subjects they teach: 

N. V. Patterson, Latin, three years; Geometry, one year; Physics, 

Chemistry and English, second yeai'. 
Michael Bossert, English, tirst year; Algebra, tirst and second years; 
General History, French and English; History, Botany, Review. 
Average yearly salary of high school teachers, including superintendent, 

$765. 
Training of teachers: 

H. L. Smith, A. B. and A. M., Indiana State University. 
N. V. Patterson, A. B., four years. 

Michael Bossert, graduate Indiana State Normal, four years; under- 
graduate Indiana State University. 

Enrollment in high school 46 

Total enrollment in grades and high school 292 

Number of girls graduated last year (19():>) 8 

Number of boys graduated last year (190:*.) 1 

(These figures are misleading. This year the figures are, boys, 4; girls, 
5. We usually have as many boys in high school as girls.) 

Numlicr in Ihis class that went to college 6 

Number of graduates since school Avas organized 150 



EDUCATION IN INDIANA. 



255 




Brookville High School. 



256 EDUCATION IN INDIANA. 

BROWNSTOWN HIGH SCHOOL. 

W. B. Black, Snperintendent. 

Orgaiiizt'd, 1858. Coiumissionecl, 1882. 
Superintendents, with dates of service: 

J. L. Lucas 1880-1884 

Prof. Sims 1884-188.") 

C. L. Hottel 1885-1888 

E. C. Hobbs 1888-1889 

J. T. Perizo 1889-1890 

Prof. OAven , 1890-1891 

Prof. Evans 1891-1893 

L. N. Fouts 1893-1898 

E. W. Davis 1898-1902 

W. B. Black 1902- 

Principals and assistants: 
J. C. Browning. 
Will H. Hackendorf. 
Mrs. L. N. Fouts. 
Essie Shirley. 
Daisy Plunket. 
High school teachers and subjects they teach: 
Essie Shirley, Mathematics and Botany. 
Daisy Plunket, Latin and English. 
W. B. Black, History, Civics and Physics. 
Average yearly salary of high school teachers, including superintendent. 

$566. 
Training of teachers: 

Daisy Plunket, graduate Indiana University. 
Essie Shirlej% graduate Indiana University. 
W. B. Black, graduate Indiana University. 

Enrollment in high school GO 

Total enrollment in gx'ades and high sdiool 40(J 

Number of girls graduated last year (1903) ". 9 

Number of boys graduated last year (1903) .• 2 

Number in this class that went to college 4 

Number of graduates since school was organized About IK! 

Number of these who have attended college 40 

BUTLER HIGH SCHOOL. 

H. G. Brown, Sniierintcndcnt. 

Organized, 1868. Commissioned, 1902. 
Superintendents, with dates of service: 

No records. 
Principals and assistants: 

No records. 
High school teachers and sult.jccls (hey teach: 

Mis.s Lillian Ilillman, Principal, History and English. 

Miss Anna Taylor, Assistant Principal. Latin and German. 

H. G. Brown, Superintendent, Latin and Science. 



EDUCATION IN INDIANA. 25T 

Average yearly salary of high school teachers, including superintendent, 

$645. 
Ti'aining of teachei's: 

Superintendent, H. G. Brown, B. S., Tri-State Normal School. 

Principal, Lillian A. Hillman, undergraduate University of Michigan. 

Assistant Principal, Anna Taylor, Smith College. 

Enrollment in high school 50 

Total enrollment in grades and high school 450 

Number of girls graduated last year (1903) 1 

Number of boys graduated last year (1903) 2 

Number in this class that went to college 1 

Number of graduates since school was organizea Don't know 

Number of these who have attended college No record 



CAMBRIDGE CITY HIGH SCHOOL. 

Lee Ault, Superintendent. 

Organized, 1869. Commissioned, 1880. 
Superintendents, with dates of service: 

J. M. Coyner 1869-1871 

Jas. R. Hall 1871-1881 

W. H. Simms 1881-1883 

W. F. L. Sanders 1883-1889 

N. C. Johnson 1889-1890 

Paul Wilkie 1896-1900 

Lee Ault 1900- 

High school teachers and subjects they teach: 

Isadore Wilson, English, History, Literature and Latin. 
W. O. Wissler, Mathematics and Latin. 
Lee Ault, Science. 
Average yearly salary of high school teachers, including superintendent, 

$805. 
Training of teachers: 

Lee Ault, Superintendent, White Water Academy and S. W. Normal 

School, Lebanon, Ohio. 
Isadore Wilson, Earlham College. 
W. O. Wissler, Indiana State Normal School. 

Enrollment in high school 89 

Total enrollment In grades and high school 409 

Number of girls graduated last year (1903) 8 

Number of boys graduated last year (1903) 4 

Number in this class that went to college 3 

Number of graduates since school was organized 269 

Number of these who have attended college 74 



17— Education. 



258 EDUCATION IN INDIANA. 

OANN ELTON HIGH SCHOOL. 

James F. Oi-gan, Superintendent. 

Organized, 1S9G. Commissioned, 189G. 
Superintendents: 

G. P. Weedman. 

O. P. Robinson. 

Abel PoAvell. 

James F. Organ. 
Principals and assistants: 

Claas. A. Unnewelir, I'rincipal 1902-1904 

A. J. Blickenstaft', Assistant Principal 1902-1904 

Average yearly salary of high school teachers, including superintendent, 

$540. 
Training of teachers: 

Superintendent, James F. Organ, A.B., Indiana University. 

Principal, C. A. Unnewehr, A.B., Indiana University. 

A. J. Blickenstaft", A.B., Indiana University. 

Peter Van Braani. I'h.I).. from Utrecht, Holland. 

Enrollment in high school 43 

Total enrollment in grades and high school oOO 

Number of girls graduated last year (1903) 4 

Number of boys graduated last year (1903) None 

Number in this class that went to college None 

Number of graduates since school was organized 20 

Number of these who have attended college 6 

CARMEL HIGH SCHOOL. 

John "W. Teter, Superintendent. 

Organized, l&ST. Conmiissioned, 1901. 
Superintendents, with dates of service: 

J. E. Kethcrf ord 1901-1902 

John W. Teter i;X)2-l!X)4 

Principals and assistants: 

Principal, Clare O'Neal. 

Luella McWurter. 

Maude White. 

Elbert Harold. 

John Langston. 

Edward Morgan. 
High school teacliers jiiid sul)jects they teach: 

Maude White, Latin and English. 

Edward Morgan, Mathematics and History. 

John W. Teter, Ilistoi-y and Science. 
Average yearly salai-y of high school teacliers, including superintendenr, 

$440. 
Training of teachers: 

All of the teachers have had college training. The superintendent 
and assistant principal are from Indiana University. The princi- 
pal is a graduate of K'nrlham College. 



EDUCATION IN INDIANA. 



259 




Cannelton High School. 

Enrollment in high school 75 

Total enrollment in grades and high school 275 

Number of girls graduated last year (1903) 2 

Number of boys graduated last year (1903) 6 

Number in tliis class that went to college 2 

Number of graduates since school was organized 15 

Number of these who have attended college 2 



CARTHAGE HIGH SCHOOL. 

J. H. Scholl, Superintendent. 

Organized, 1879. Commissioned, 1881. 
Superintendents, with dates of service: 

A. J. Johnson 1879-1884 

B. Martin 1884-1885 

Louis Morgan 18S5-1S87 

E. P. Trueblood 1887-1888 

A. H. Sherer 1888-1895 

Edwin Jay 1895-1898 

J. H. Scholl 1898-1904 

Principals and assistants: 

Mrs. A. H. Sherer, 1888-1895. 
J. F. Evans, 1895-1900. 
E. A. Lanning, 1900-1904. 



200 EDUCATION IN INDIANA. 

High school teachers and subjects they teach: 

E. A. Laiming, Latin, Mathematics, History and Literature. 

J. H. Scholl, Physics, Ciaemistry, Latin, Literature. 

Ida L. Ludlow, English, Mathematics, Civil Government. 

Lulu Robinson, English. 
Average yearly salary of liigli school teachers, includin.L; superintendent, 

$605. 
Training of teachers: 

J. H. Scholl, A. B., Indiana University, 1898. 

E. A. Lanning, I>. S., Tri-State Normal School. 

Ida Ludlow, undergraduate of State Normal School. 

Lulu Robinson, graduate Olivet College, Michigan. 

Enrollment in high school 94 

Total enrollment in grades and high school 295 

Number of girls graduated last year (190;:!) 7 

Number of boys graduated last year (1903) 2 

Number in this class that went to college 2 

Number of graduates since school was organized 138 

Number of these who have attended college 6G 

CAYUGA HIGH SCHOOL. 
Colfax Martin, Superintendent. 

Organized, 1894. Commissioned, 1897. -^■ 

Superintendents, with dates of service: 

R. E. Newland 1894-1895 

O. B. Zell 1896-1898 

Colfax Martin 1899-1904 

Principals and assistants: 

John D. Groves 1896 

Edwin Dodson 1897-1898 

Chas. D. Marley 1899 

J. R. PaU-ick, assistant 1902 

J. S. Schumaker, assistant 1903 

J. H. Caldwell, principal 1903-1904 

Chas. A. Wright, assistant 1903-1904 

High school teachers and subjects they teach: 
Colfax Martin, History. 
J. H. Caldwell, Latin and Mathematics. 
Chas. A. Wright, Science and English. 

Average yearly salary of high school teachers, including superintendent, 
$637.50. 

Training of teachers: 

Colfax Martin, graduate Indiana State Normal and graduate of the 

State University. 
J. H. Caldwell, graduate of State Normal, two terms in Indiana Uni- 
versity, one term in Chicago University. 
Chas. A. Wright, graduate Indiana State Normal School. 

Enrollment in high school 46 

Total enrollment in grades and high school 302 



EDUCATION IN INDIANA. 



201 




Carthage High School. 



Number of girls graduated last year (1903) 

Number of boys graduated last year (1903) 

Number of each in this class that went to college, 

olis Kindergarten) 

Number of graduates since school was organized. . 
Number of these who have attended college 



nrls (the Indianap- 



1 

40 
10 



CHALMERS HIGH SCHOOL. 
John B. Gowers, Superintendent. 

Organized, 1891. Commissioned. 1900. 

Superintendents, with dates of service: 

E. C. Green 1900-1903 

John B. Gowers 1903-1904 

Principals and assistants: 

Ernest Matlock 1900-1901 

E. S. Dyer 1901-1902 

Lynn Scipio 1902-1904 

High school teachers and subjects they teach: 
John B. Gowers, History and English. 
Lynn Scipio, Mathematics and Science. 
Florence Dwyer, Latin and English. 



262 EDUCATION IN INDIANA. 

Average yearly salary of high school teachers, including superintendent, 

$506.00. 
Training of teacners: 

John B. GoAvers, Michigan State Normal School. 

Lynn ScipiO; Angola Normal. 

Florence Dwyer, Michigan State Normal. 

Enrollment in high school 40 

Total enrollment in grades and high school 175 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (1903) 2 

Number of each in this class that went to college 

Number of graduates since school was organized No data 

Number of these who have attended college No data 

CHARLESTOWN HIGH SCHOOL. 
W. A. Collings, Superintendent. 

Organized, 1880. Commissioned, 1901. 

Superintendents, with dates of service: 

John A. Wood 1886-1889 

J. G. Scott 1889-1890 

D. B. Beck 1890-1893 

Chas. Ammermau 1893-1894 

AV. E. Life 1894-1895 

E. E. Olcott 1895-1899 

W. A. Oldfather 1899-1900 

W. A. Collings 1900-1904 

Principals and assistants: 

Allen Harbolt, principal. 
High school teachers and subjects they teach: 

W. A. Collings, Mathematics and Science. 

Allen Harbolt, Latin and English. 

Mrs. A. L. Crawford, History and English. 
Average yearly salary of high school teachers, including superintendent, 

$533.33%. 
Training of teacliers: 

W. A. Collings, Ph. B.. DePauw University. 

Allen Harbolt, imdergraduate in Indiana University, two years. 

Mrs. A. L. Crawford, graduate of the Cincinnati Normal School. 

Enrollment in high school 42 

Total enrollment in grades and high school 227 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (1903) None 

Number of each in this class that went to college — girl 1 

Number of graduates since school was organized GO 

Number of these who have attended college 25 



EDUCATION IN INDIANA. 263 

CHESTERTON HIGH SCHOOL. 

S. H. Roe, Superintendent. 

Organized, 1807. Commissioned, 1898. 
Snperintendent, with date of service: 

S. H. Roe, September, 1897. 
Principals and assistants: 

J. E. Derbyshire. 

F. R. Farnam. 

Lois E. Prentiss. 
High school teachers and subjects they teach: 

S. H. Roe, Mathematics and Science. 

Lois E. Prentiss, English and Latin. 

Mi's. Alice Ingram, Business Course. 

Miss Matilda Swanson, History. 
Average yearly salary of high school teachers, including snperintendent, 

$783. 
Training of teachers: 

S. H. Roe, B. S., Northern Indiana Normal. 

Miss Lois Prentiss, Ph. B., Chicago University. 

Mrs. Alice Ingram, E. A.. Northern Indiana Normal. 

Miss Matilda Swanson, Northern Indiana Noi-mal. ten terms. 

Enrollment in high school 38 

Total enrollment in grades and high school 300 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (1903) None 

Number of each in this class that went to college 1 

Number of graduates since school was organized 22 

Number of these who have attended college 5 

CHURUBTJSCO HIGH SCHOOL. 

Claude Beltz, Superintendent. 

Organized, 1875. Commissioned, 1003. 
Superintendent, with date of service: 

Claude Beltz 1899-1904 

Principals and assistants: 

Lavon Chapman. 

Teressa Patterson. 
High school teachers and subjects they teach: 

Teressa Patterson, Science and Mathematics. 

Regina Coudrick, History and Latin. 

Claude Beltz, English and German. 
Average yearly salary of high school teachers, including superintendent. 

$493. 
Training of teachers: 

Claude Beltz, Indiana L^niversity, three years. 

Teressa Patterson, graduate Missouri State Normal. 

Enrollment in high school 58 

Total enrollment in grades and high school 249 



264 EDUCATION IN INDIANA. 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (1903) 5 

Number of each in this class that went to college- 
Boys 3 

Girls 1 

Number of graduates since the school was organized No data 

Number of these who have attended college 20 

CICERO HIGH SCHOOL. 

Frank A. Gause, Superintendent. 

Organized, 1894. Commissioned, 1901. 
Superintendents, with dates of service: 

J. A. Mitchell 1894-1890 

Frank A. Gause lS9(i-1904 

Principals and assistants: 

C. M. McConnell. 

W. A. Collings. 

Ida A. Adams. 

W. M. McCoy. 

Myra Tucker. 

John M. Kreag. 

Lenore Alspaugh. 
High school teachers and subjects they teach: 

John M. Kreag, Mathematics and Science. 

Lenore Alspaugh, German and History. 

Frank A. Gause (superintendent), English. 
A-vorage yearly salary of high school teachers, including superintendent 

$6(X). 
Training of teachers: 

F. A. Cause, student of Indiana University, SV2 years. 

J. M. Kreag, student at Indiana University, two years. 

Lenore Alspaugh, graduate DePauw University and student at Chi- 
cago University one year. 

Enrollment in high school 60 

Total enrollment in grades and high school 389 

Number of girls graduated last year (1903) 4 

Number of boys graduated last year (1903) 2 

Number of each of this class that went to college None 

Number of graduates since school was organized 30 

Number of these who have attended college 13 



EDUCATION IN INDIANA. 



265 




Cicero High School. 



266 EDUCATION IN INDIANA. 

CLINTON HIGH SCHOOL. 

Wm. F. Clarke, Superintendent. 
Organized, 188G. Commissioned, 1886. 
Superintendents, witli dates of service: 

J. H. Tomlin 188G-1891 

Will P. Hart 1891-1894 

H. P. Leavenwort li 1894-1899 

H. S. Schell 1899-1902 

Wm. F. Clarice 1902-1904 

Principals and assistants: 

Joseph W. Strain, principal. 

Anna O. Marlatt, assistant. 
High school teachers and subjects they teach: 

Jos. W. Strain, Science and Mathematics. 

Anna O. Marlatt, History and Latin. 

Eva L. Reefsnider, History and English. 

Wm. F. Clarke, English and German. 
Average yearly salary of high school teachers, including superintendent. 

.?G77.50. 
Training of teachers: 

William F. Clarke, A. M., Ph. D.. Butler College. 

Joseph W. Strain, graduate State Normal, undergraduate State 
University. 

Anna O. Marlatt, A. B., DePauw. 

Eva L. Reefsnider, graduate of State Normal. 

Enrollment in high school 75 

Total enrollment in grades and high school 770 

Number of girls graduated last year (1903) 8 

Number of boys graduated last year (190.3) 3 

Number of each in this class that went to college- 
Girls 1 

Boys 3 

Number of graduates since the school was organized 87 

Number of these who liave attended college 20 

COLFAX HIGH SCHOOL. 

C. O. Mitchell, Superintendent. 

Organized, 1873. Commissioned, 1903. 
Superintendents, with dates of service: 

F. B. Ciark 1 8S(MSSt 

F. G. Sharp 1 ,SS7-1 889 

G. E. Long 18S9-1 S9r> 

Frank Long 189r)-l!)00 

J. W. Lydy 1900-1 W2 

Abraham Bowers 1902-1903 

C. O. Mitchell 19^)3-1904 

Principals and assistants: 

Geo. A. Rinehart 1885-188G 

Bruce Clark 1893-1895 



EDUCATION IN INDIANA. 



267 




Clinton High School. 

Belle Eldred 1897-1900 

Dottle Dainmoud 1901-1902 

C. W. Miller 1902-1903 

S. H. AVatson 1903-1904 

High school teachers and subjects they teach: 

C. O. Mitchell, Latin, German, English. 

S. H. Watson. Latin, Mathematics, English, Physics. 

W. F. Burroughs, French and English History. 
Average yearly salary of high school teachers, including superintendent, 

$570. 
Training of teachers: 

G. O. Mitchell, A. B., Indiana University. 

S. H. Watson, H. B., Wabash Gollege. 

W. F. Burroughs, undergraduate Wabash College. 

Enrollment in high school 42 

Total enrollment in grades and high school 275 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (1903) 2 

Number of each in this class that went to college None 

Number of graduates since school was organized GO 

Number of these who have attended college 10 



268 EDUCATION IN INDIANA. 

COLLEGE CORNER HIGH SCHOOL. 

Eli P. Wilson, Superintendent. 

Organized, 1893. Commissioned, 1901. 
Superintendent, with date of service: 

E!i P. Wilson 1893-1904 

I'rincipals and assistjints: 

Miss Minnie Cliiuubers. 

Mr. C. E. Gillespie. 
High school teachers and su))jects tliey tesich: 

E. P. Wilson, Latin, Geometrj-, Chemistry. 

Miss Chambers, English, Mathematics. 

Mr. Gillespie, Latin and History. 
.Vverage yearly salary of high school teachers, including superintendent. 

$570. 
Training of teachers: 

E. P. Wilson, student university of Colorado and Indiana University: 
former one year and latter one year and four summer terms: 
also some work by correspondence. 

Miss Minnie Chambers, gi-aduate of Valparaiso Normal, student 
Colonel Parker's school, Cliicago and student Indiana State Nor- 
mal. 

Mr. Gillespie. A. P.., graduate of Miami University. 

Enrollment in high school 52 

Total enrollment in grades and higli school 230 

Xumlier of girls graduated last year (19t(3) 7 

Number of boys graduated last year (19113) G 

Number of each in this class that Avent to college 3 

Number of graduates since school was organized 77 

Xumlier of these wlm liave attended college 12 

COLUMBIA CITY HLill SCHOOL. 
C. L. Ilottel. Snpei'inttMKh'iit. 

Organized, 18G9. Commissioned. 1880. 

Superintendents, with dales of service: 

Kev. A. .1. Douiilas 1,%9-1879 

Augustus C. Mills 1879-1881 

W. C. Barnhart 1881-1883 

John C. Kinney 1883-1885 

W. C. Palmer 1885-1891 

P. II. Kiisli 1891-189(5 

Luella A. Mellinch 1S9(;-1898 

Craven L. Hottel 1898-1904 



EDUCATION TN INDIANA. 



269 




Columbia City High School. 



270 EDUCATION IN INDIANA. 

Principals and assistants: 

James A. Campbell. 

W. A. Dickey. 

J. E. Doorhuul. 

Le Roy D. Tliorman. 

L. S. I. Hunt. 

A. G. Miller. 

J. E. McDonald. 

Frank B. Mae. 

R. H. Pierce. 

W. C. Palmer. 

Ira C. Batman. 

Mary L. Stone. 

Charles Egner. 

Helen I. Millspaugh. 

Emma R. Thatcher. 

Clara Kinney. 

Luella Mellinch. 

Helen I. Millspaugh. 

Liicien McCord. 

W. A. Beam. 

I. T. Glenn. 

J. C. Sanders. 
High school teachers and subjects they teach: 

Helen Millspaugh, English. 

Olive M. Lawrence, Latin and History. 

C. L. .Tohnston, Latin and Mathematics. 

Alma Ball. Latin and ^lathematics. 

L. L. Hall, Science and Mathematics. 

Ida Galbreath, English. 

Herbert Irwig, Science and History. 
Average yeaijy salary of high school teachers, including superintendent, 

!f!725. 
Training of teachers: 

.1. C. Sanders, from N. O. N. University. 

Herbert Irwig. A. li.. from Indiana University. 

Ida Galbreath. A. B.. Lombard. 

C. L. Hottel, superintendent. Ph. D.. from llartsvillc I'niversity. 

Enrollment in high school ^T 

Total enrollment in grades and high school T4.'i 

Nunil)cr of girls graduated last year (19<);>i '•> 

Nunil)er of boys graduated last year (I90;!) 1 

Xuml)er of each in lliis class that went to college None 

Xumljer of irraduatcs since school was organized 1-^2 

Number of these wiio have attended college •'>'• 



EDUCATION IN INDIANA. 



271 



"r. — ■ — 







O 
O 
« 
O 



272 EDUCATION IN INDIANA. 

COLUMBUS HIGH SCHOOL. 
T. P. Fitzg^ibbon, Superintendent. 

Organized, 1859. 

Superintendents, witli dates of service: 

Theo. P. Marsli 1859-1861 

J. M. Olcott 1861-1862 

Mr. Vance 1862-1863 

David Shuciv 1863-1864 

Amos Burns 1864-1865 

David Graham 1865-1869 

A. H. Graham 1869-1890 

J. A. Carnagey 1890-1901 

T. F. Fitzgibbon 1901-1904 

Principals and assistants: 

Mrs. B. L. Sanders 1872-1887 

Miss Lizzie Long 1887-1889 

Samuel Wertz 1889. 

High school teachers and subjects they teach: 
Samuel Wertz, Mathematics. 
Mrs. L. S. Armen, Latin. 
W. C. Cox, Science. 
Elizabeth Wright, History. 
Martha Scott, English. 

Clara Hussey, Shorthand and Typewriting. 
Amy Brown, assistant; in Mathematics and English. 
M. L. Sandifor, assistant in Latin and Mathematics. 

Average yearly salary of high school teachers, including superintendent. 
$820. 

Training of teachers: 

Samuel Wertz, A. B.. Hartsville College and student Indiana Uni- 
versity. 
Mrs. L. S. Armen, A. B., Hartsville. 
W. C. Cox, A. B., Earlham College. 
Elizabeth Wright, A. B., Indiana University. 
Amy Brown, imdergraduate Indiana University. 3% years. 
Martha Scott, undergraduate Indiana University. SVs years. 
Merl Ij. Sandifor. graduate Indiana State Normal. 

Enrollment in high school 236 

Total enrollment in grades and high school 1,750 

Number of girls gi-aduated last year (1903) 7 

Number of boys graduated last year (1903) 13 

Number of each in this class that went to college — 

Males 3 

Females 4 

Number of graduates since school was organized 457 

Number of these who have attended college 85 



EDUCATION IN INDIANA. 273 

CONNERSVILLB HIGH SCHOOL. 
W. S. Rowe, Superintendent. 
Organized, 1877. Commissioned, 1881. 
Superintendents, with date of service: 

John Brady 1858-1860 

Chas. Rhoel 1865-1867 

J. L. Rippetoe 1867-1871 

Mr. Hughes 1871-1873 

J. L. Rippetoe 1873-1886 

D. Ecliley Hunter 1886-1889 

W. F. L. Sanders 1889-1899 

^- ^- K^^e 1899-1904 

Principals and assistants: 

E. A. Ttirner. principal. 
Catherine Chilton, assistant. 

High school teachers and subjects they teach: 
E. A. Turner. Science. 
Catherine Chilton. History. 
W. F. L. Sanders. Mathematics. 
W. R. Houghton, Latin. 
Helen Weston, English. 

Charlotte Griggs, English and Matliematics. 
E. M. Lippitt, Music. 
W. H. Garus. Drawing. 

Average yearly salary of high school teachers, including superintendent ■ 

$892.15. 
Training of teachers: 

W. S. Rowe, A. B.. DePauw University, four years. 

E. A. Turner, graduate State Normal (four years' course), four years 

credit in Indiana University, five terms in Biological station. 
Catherine Chilton, graduate State Normal. A. B., Indiana University. 

two years. 
W. R. Houghton. M. A., Indiana University. 
W. F. L. Sanders. B. S., Indiana University, three years. 
Helen Weston, Ph. B.. DePauw University. 

Chariotte Griggs, undergraduate Butler ' Universitv. student two 
years.. 

W. H. Garus, graduate Northern Illinois Normal School, art depart- 
ment. 

E. M. Lippitt. 

Enrollment in high school -( ^4 

Total enrollment in grades and high school ' . " . .i,09l 

Number of girls graduated last year (1903) * . 5 

Number of boys graduated last year (1903) 4 

Number of each in this class that went to college (a giri) 1 

Number of gi-aduates since school was organized 298 

Number of these who have attended college (girls 45, boys 41) 86 



18— Education. 



274 EDUCATION IN INDIANA. 

CONVERSE HIGH SCHOOL. 
C. E. Spaulding, Siiperinteudent. 

Organized, 1873. Commissioned, 1895. 

Superintendents, with dates of service: 

H. S. Miller 1872-1873 

John S. Stout 1873-1875 

S. S. Bowman 1875-1880 

Arnold Tompkins : 1880-1882 

Mr. Caroway 1882-1883 

Mr. Crispman 1883-1884 

S. S. Bowman 1884-1886 

Jesse Lewis 188(3-1888 

Jasper Goodykoontz 1888-1890 

]\Ir. Hester 1890-1893 

W. E. Alexander 1893-1895 

H. S. Bowers 1895-1897 

S. L. Heeter 1897-1903 

C. K Spaulding 1903-1904 

Principals and assistants: 

S. L. Heeter 1896-1897 

C. C. Marshall 1897-1902 

C. B. Spaulding 1902-1903 

E. B. Wetherow 1903- 

Iligh school teachers and subjects they teach: 

C. E. Spaulding. German, English, English History, Geometry, 
Latin. 

D. L. Cowan, Algebra, Arithmetic, Civil Government. 

E. B. Wetherow, Latin, English, Ancient History, Physics, (Tcometry. 
Average yearly salary of high school teachers, including superintendent, 

ipoio.io. 

Training of teachei-s: 

Supt. C. E. Spaulding, A. B., Indiana University, 1897. 

Principal E. B. Wetherow, undergraduate Indiana University. 

Assistant Principal D. L. Cowan, high school gi-aduate. 

Enrollment in high school 50 

Total enrollment in grades and high school 314 

Number of girls graduated last year (1903) 8 

Number of boys graduated last year (1903) 

Number of each in tliis class that Avent to college 3 

Number of graduates since school Avas organized 48 

Numlier of these who have attended college 10 

COKYDON HIGH SCHOOL. 
Jesse AV. Kiddle, Suiicrintcndcnt. 

Organized. 1877. Commissioned. I'.mi. 

Superintendents, with dates of servic(>: 

Joseph P. Funk 1875-1888 

<lfeorge B. Ilaggett 1888-1890 



EDUCATION IN INDIANA. 



2Y5 



Edwin S. Ilallett 1890-1893 

Cliarles K. Shafer 1893-1895 

Jesse W. Riddle 1895-1904 

Principals and assistants: 

Herman I. Stern, Blauclie Ridley, Adam H. Reising, Emma K. Hal- 
lett, Mollie M. Riddle. 
High school teachers and subjects they teach: 

Adam H. Reising, Mathematics and Science. 

Emma K. Hallett, Latin. 

Mollie M. Riddle, Music and Drawing. 

Jesse W. Riddle, History and English. 
Average yearly salary of high school teachers, including superintendent, 

$625. 
Training of teachers: 

Jesse W. Riddle, A.B.. Indiana; LL.B., Michigan. 

Adam H. Reising. graduate Indiana State Normal School. 

Emma K. Hallett, graduate Jeffersonville High School; Borden In- 
stitute, two years. 

Enrollment in high school 60 

Total enrollment in grades and high school 4.50 

Number of girls graduated last year (1903) 4 

xVumber of boys graduated last year (1903) 4 

Number in this class that went to college 3 

Numlier of graduates since scliool was organized 1.37 

Number of these who liave attended college 50 




(Converse High School. 



276 EDUCATION IN INDIANA. 

COVINGTON HIGH SCHOOL. 

H. S. Kaufman, Superintendent. 

Organized, 1879. Commissioned, 1896. 
Superintendents, with dates of service: 

J. Warren McBroom 1879-1882 

H. M. McKnight, 1882-1883 

V. E. Livengood 1883-1887 

S. A. D. Harry 1887-1891 

W. H. Ferticli 1891-1895 

W. P. Hart 1895-1903 

H. S. Kaufman 1903-1904 

Principals and assistants: 

Letha Ferticli 1891 

Mollle McMahon 1892 

Edna Hays 1894 

W. P. Hart 1896 

J. P. Minis 1897-1898 

S. H. Hall 1903- 

High school teachers and subjects they teach: 
S. H. Hall, Mathematics. 
H. S. Kaufman, Mathematics. 
H. C. Fish, History. 
Earl M. Watson, Science. 
La Verne Glascock, Latin. 
Josephine B. Calhoun, English. 
Lura Hunter, Music and Drawing. 
Average yearly salary of high school teaciiors. including superiiitendenl. 

$583. 
Training of teachers: 

H. S. Kaufman, Indiana University. A.B. 

S. H. Hall, Indiana University, A.B. 

La Verne Glascock, University of Michigan, A.B. 

H. C. Fish, University of Wisconsin, B.L. 

Josephine B. Calhoun, DePauw University. Ph.B. 

Earl M. Watson. Wabash College. A.B. 

Lura Hunter, Michignn Normal College. 

Enrollment in high school 100 

Total enrollment in grades and high school 518 

Number of girls graduated last year (1903) 14 

Number of boys graduated last year (1903) , 4 

Number in this class that went to college 2 

Number of graduates since school was organized 158 

Number of these who have attended college 46 



EDUCATION IN INDIANA. 



211 




278 EDUCATION IN INDIANA. 

CRAWFORDSVILLE HIGH SCHOOL. 

W. A. Millis, Superintendent. 

Organized, 187G. Commissioned, 188G. 
Superintendents, -with dates of service: 

W. T. Fry 187G-1882 

T. H. Dunn 1882-1890 

I. M. Wellington 1890-1897 

G. F. Kenaston 1897-19(X) 

W. A. Millis 190O- 

Principals and assistants: 

Miss Anna Willson 1895-1904 

High school teachei-s and subjects they teach: 

Anna Willson, English. 

Hannah Muhleisen, Latin. 

Sophie Kleinhans, German. 
, Lena F. Myers, English. 

Curtis Merriman, Mathematics. 

J. W. Pierce, History. 

Fred L. Cory, Science. 

Elizabeth M. Abernathy, Music. 

Frances Westfall, Art. 
Average yearly salary of liigli school teacliers. including superintendent. 

.$8G4-. 
Training of teachers: 

W. A. Millis, A.M., Indiana University. 

Anna Willson, student Chicago University and Harvard College. 

Hannah Muhleisen, Indiana University. 

Sophie Kleinhan.s, University Gottinger. 

Lena F. Myers, A.B., University of Michigan. 

Curtis Merriman, A.B., Indiana University. 

J. W. Pierce, graduate Indiana State Normal School. 

Fred L. Cory, A.B., AVabash College. 

E'ni-ollnient in high school, 12.3 boys and 14:? girls 2G('. 

Total enrollment in grades and high school 1,424 

Number of girls graduated last year (190.3) 1(! 

Number of boys graduated last year (1903) (\ 

Number in this clas.s that went to college 9 

Number of graduates since school Avas organized 387 

Nundx'r of these who have atteiuled college 101 

CROWN POINT HIGH SCHOOL. 
F. F. Ilcigliway, Sujjerintcndcnt. 

Organized, 1883. 

Superintendents, willi dales of service: 

W. B. Dimon 1881-1884 

G. L. Voris 1884-1888 

M. J. Mallery 1888-1890 

J. J. Allison 1890-189G 

F. F. Heighway 189G-1904 



EDUCATION IN INDIANA. 



279 



Principals and assistants: 

Margaret McCowan. 
High scliool teacliers and subjects tliey teach: 

Margaret McCowan, Latin, Algebra, Plane Geometry. 

Clara V'ierling, English and History. 

Augusta Kopelke, German and History. 

Frank F. Heighway, Science. 
Average yearly salary of high school teachers, including superintendent, 

$G40. 
Training of teachers: 

Prank F. Heighway, B.S., and undergraduate student University of 
Chicago. 

Margaret McCowan. A.B., Iowa College and University of California. 

Clara Vierling, A.B., Indiana University. 

Augusta Kopelke, German College. 

Enrollment in high school SO 

Total enrollment in grades and high school 4(;7 

Number of girls graduated last year (1903) 11 

Number of boys graduated last year (1!)()3) ,5 

Number in this class that Avent to college H 

Number of graduates since school was organized 150 

Number of these who have attended college 45 




Crawfordsville High School. 



280 EDUCATION IN INDIANA. 

DANA HIGH SCHOOL. 

W. K. Smytlie, Superlutendeut. 

Organized, 1895. Commissioned, 1897. 
Superintendents, witli dates of service: 

I. C. Keubelt 1895-19U1 

E. M. Hughes 1901-19<j:j 

W. E. Smythe 1903-1904 

I'rincipals and assistants: 

J. Walton Clarlc. 

Mr. Large. 

C. E. Dodsou. 

Eva MaJone. 

Etiie I. Roberts. 
High school teachers .-ind subjects they teach: 

W. B. Smythe, Algebra, Plane Geometry, Physics and U. S. History. 

Effie I. Roberts, English Composition and Rhetoric, Botany, Oriental 
History. 

Eva Malone, Latin, Greeli and Roman History. 
Average yearly salary of high school teachers, including superintendent, 

1430. 
Training of teachers: 

W. E. Smythe, graduate Indiana State Normal. 

Effie I. Roberts, B.L., graduate of College of Liberal Arts. North- 
western University. 

Eva Malone, one year in Vassar College, graduate of Decatur High 
School. 

Enrollment in high school 50 

Total enrollment in grades and high school 214 

Number of girls graduated last year (1903) 

Number of boys graduated last year (1903) 4 

Number in this class that went to college 3 

Number of graduates since school was organized (Jti 

Number of these who have attended college 15 

DANVILLE HIGH SCHOOL. 
O. C. Pratt, Stiperintendent. 

Organized, 1879. Coniniissidiied, 1895. 

Superintendents, with dates of service: 

,T. F. Albin 1879-1880 

Libbie Jarrett 1880-1882 

F. F. I'ragg 1882-1883 

Milton J. Malh.ry 1883-1888 

A. Jones 1888-1890 

H. J. Shafer 1890-1892 

F. M. Saxton 1892-1894 

P. V. Voris 1894-1897 

Orville C. Pratt 1897-1904 

I'rincipals and assistants: 

Principal, C. W. Eaton; assistant, Grace Welshans. 



EDUCATION IN INDIANA. 281 

High school teachers and subjects they teach: 

Orville C. Pratt, German, Commercial Geography and English His- 
tory. 

Ghas. W. Eaton, Mathematics and Science. 

Grace H. Welshans, Latin and English. 

M. A. Keeney, English and History. 
Average yearly salary of high school teachers, including superintendent, 

$650. 
Training of teachers: 

O. C. Pratt, Ph.B., DePauw. 

0. W. Eaton, Valparaiso Normal. 

Grace H. Welshans. undergraduate Chicago University. 

M. A. Keeney. 

Enrollment in high school 75 

Total enrollment in grades and high school 42.5 

Number of girls graduated last year (1903) 11 

Number of boys graduated last year (1903) 5 

Number of graduates since school was organized No data 

Number who have attended college No data 

DARLINGTON HIGH SCHOOL. 

Daniel Freeman, Superintendent. 

Organized, 1896. Commissioned, 1903. 
Superintendents, with dates of service: 

O. H. Ghriest 1896-1900 

W. S. King 1900-1903 

Daniel Freeman 1903-1904 

Principals and assistants: 

Assistant, W. B. Rodman 1896-1898 

Assistant, Adam Carrick 1898-1901 

Assistant, Margaret Weesner 1901-1904 

High school teachers and subjects they teach: 

Daniel Freeman, Geometry, General History, Latin, German, 

Physics. 
Margaret Weesner, English, General History, Algebra, Physical 
Geography. 
Average yearly salary of high school teachers, including superintendent. 

$564.40. 
Training of teachers: 

Daniel Freeman, Ph.B., Earlham College, and graduate of Indiana 

State Normal. 
Margaret Weesner. Indiana State Normal and undergraduate in 
State University. 

Enrollment in high school 63 

Total enrollment in grades and high school 260 

Number of girls graduated last year (1903) 7 

Number of boys graduated last year (1903) 2 

Number in this class that went to college 2 

Number of graduates since school was organized 45 

Number of these who have attended college 8 to 10 



282 EDUCATION IN INDIANA. 



DECATUR HIGH SCHOOL. 

H. A. Hartman, Superintendent. 

Organized, 1878. Commissioned, 1894. 
Superintendents, witli dates of service: 

S. G. Hastings 1878-1881 

C. G. Wiiite 1881-1883 

G. W. A. Luclv.v 1883-1887 

C. A. Dugan 1887-1891 

J. Lewis 1891-1892 

A. D. Moffett 1892-189C 

Lell M. Segar 189G-1897 

W. F. Brittson 1897-1899 

H. A. Hartman 1899-1904 

Principals and assistants: 
W. J. Meyer. 
Miss Lell M. Segar. 
H. D. Merrell. 
C. E. Hocker. 
High school teachers and subjects they teach: 
C. E. Hocker, Mathematics. 
Miss Rose L. Dunathan, Latin and History. 
Miss Sophia Luzzader, English. 
J. B. Dutcher, Science. 
W. J. Creig, Commercial. 
Average yearly salary of high school teachers, including superintendent, 

$G72.50. 
Training of teachers: 

H. A. Hartman, A.B., Ph.D., Ann Arbor and State College Alabama. 

C. E. Hocker, undergraduate Indiana University, one year. 

Rose L. Dunathan, A.B., Ohio Wesleyan University. 

Miss Sophia Luzzader, A.B., Indiana University. 

J. B. Dutcher, A.B., Tri-State Normal. 

W. J. Creig, Vories Business College. 

Enrollment in high school 07 

Total enrollment in grades and high school 825 

Number of girls graduated last year 4 

Number of boys gi-aduated last year (1903) 2 

Number in this class that went to college 1 

Number of graduates since school was organized 210 

Number of these who have attended college 50 



EDUCATION IN INDIANA. 283 



DELPHI HIGH SCHOOL. 

E. L. Hendricks, Superiutendent. 

Organized, 1872. Commissioned, 1872. 
Superintendents : 

D. D. Blakeman. 
A. W. Dimkle. 
W. H. Hershman. 
W. S. Almond. 

E. L. Hendricks. 
J. M. Hitt. 
Jolm H. Shafer. 

Principals and assistants: 
K. R. Smoot. 
G. W. Julien. 
S. B. McCracken. 
J. M. Culver. 

D. C. Ridgeley. 

F. C. Whitcomb. 
Emma B. Shealy. 
Jas. O. Engleman. 

High school teachers and subjects they teach: 

J. O. Engleman. Principal, Mathematics, History, Latin. 
F. J. Breeze, Science, American Literature. 
Anna M. Scholl, Literature and Latin. 

E. L. Hendricks, Superintendent, History. 

Average yearly salary of high school teachers, including superintendent. 

$881.25. 
Training of teachers: 

E. L. Hendricks, superintendent, graduate of Franklin College; A.M., 
Indiana University; summer in University of Chicago; summer in 
Harvard. 

J. O. Engleman, graduate Indiana State Normal; correspondence 
work in University of Chicago. 

F. J. Breeze, graduate Indiana State Normal; chemistry work in 
Purdue University. 

Anna M. Scholl, graduate St. Mary; one year post-graduate St. Mary; 
one term Indiana University. 

Enrollment in high school 114 

Total enrollment in grades and high school 456 

Number of girls graduated last year (1903) 15 

Number of boys graduated last year (1903) 5 

Number in this class that went to college 2 

Number of graduates since school was organized 288 

Number of these who have attended college 60 



284 EDUCATION IN INDIANA. 

DUNKIRK HIGH SCHOOL. 

C. E. Vinzant, Superintendent. 

Organized, 1891. Commissioned, 1898. 
Superintendents, with dates of service: 

Elias Boltz 1891-1897 

H. S. Gray 1897-1902 

C. E. Vinzant 1903-1904 

Principals and assistants: 

G. C. Powers. 

Ruth F. Stone. 

W. H. Budders. 

Alta Branagan. 
High school teachers and subjects they teach: 

G. C. Powers, Mathematics and Science. 

Ruth F. Stone, Latin and English. 

C. E. Vinzant, History. 
Average yearly salary of high school teachers, including superintendent, 

$700. 
Training of teachers: 

G. C. Powers, graduate Eai-lham. 

Ruth Stone, DePaiiw, three years. 

C. E. Vinzant, gi-aduate State Normal. 

Enrollment in high school 60 

Total enrollment in grades and high school G50 

Number of girls graduated last year (1903) 9 

Number of boys graduated last year (1903) 

Number in this class that went to college 3 

Number of graduates since school was organized Records burned 

DUBLIN HIGH SCHOOL. 
J. C. Mills. Superintendent. 

Organized, 1871. 

Superintendents, with dates of service: 

W. W. White 1871-1874 

John Mather 1879-1881 

R. N. Johns 1881-1882 

J. McNeil 1882-1885 

Victor C. Aldorson 1885-1887 

T. A. Mott 1887-1891 

F. L. Harris 1891-1892 

D. R. Ell))arger 1892-1893 

J. R. Sparks 1893-1895 

S. B. Plaskett 1895-1897 

A. L. Ellabarger 1897-1898 

H. D. Nicewanger 1898-1900 

W. D. Cook 1900-1901 

J. C. Mills 1901-1904 



EDUCATION IN INDIANA. 



285 




Dublin High School. 

Principals and assistants: 

Mrs. M. E. P. Stewart. 
High sciiool teachers and subjects they teach: 

Mrs. Stewai-t, Latin, English, part of work in Science. 

Mr. Mills, Mathematics, History and part of work in Science. 
Average yearly salary of high school teachers, including superintendent, 

$580. 
Training of teachers: 

.1. C. Mills, undergraduate Earlham, three years. 

Mrs. Stewart, graduate Indiana State Normal; undergraduate Indiana 
State University, one and one-half years. 

Enrollment in high school 35 

Total enrollment in grades and high school 200 

Number of girls graduated last year (1903) 2 

Number of boys graduated last year (1903) None 

Number in this class that went to college 2 

Number of graduates since school was organized 151 

Number of these who have attended college 78 



286 EDUCATION IN INDIANA. 

EAST CHICAGO HIGH SCHOOL. 

Wm. O. Smith, Superintendent. 

Organized, 1898. Commissioned, 1902. 
Superintendents, witli dates of service: 

Irwin F. Matlier 1899-1901 

Wm. C. Smitli 104;>1-1904 

Principals and assistants: 

Principal, A. G. Slocomb; assistants. Flora B. Bronsou, Ella M. Lj-- 
ons, Bertha Watkins, Emelie Pooley, Carrie B. Hemenger, Man- 
tia Bloom, May Rolfe, Kathryn Sheets. 
High school teachers and subjects they teach: 

A. G. Slocomb, Algebra, Arithmetic, Geometry, Commercal Law. 

Flora B. lironson, Latin, German. 

Ella M. Lyons, English, History. 

May Kolfe, Physiology, Physical Geography, I'hysics, Botany, Chem- 
istry. 

Kathryn Sheets, Bookkeeping, Shorthand. 
Average yearly salary of high school teachers, including superintendent. 

$785.0(5%. 
Training of teachers: 

W. C. Smith, AVashington University, two years; Normal, two years. 

A. G. Slocomb, B.S., Valparaiso. 

Flora B. Bronson, A.B., Valparaiso; undergraduate University of Chi- 
cago, two years. 

Ella M. Lyons, undergraduate Indiana University, one-(]uarter year; 
University of Chicago, one-half year. 

May Rolfe, A.B., University of Illinois. 

Kathryn Sheets. 

Enrollment in high school 58 

Total enrollment in gi-ades and high school 800 

Number of girls graduated last year (19U3) 2 

Number of boj^s graduated last year (1903) 4 

Number in this class that went to college 4 

Number of graduates since school was organized 21 

Number of these who have attended college 5 

EDINBURG HIGH SCHOOL. 
C. F. Patterson, Superintendent. 

Organized, 1875. Commissioned, 1880. 

Superintendents, with dates of service: 

John Martin 1807-1878 

J. C. Eagle 1878-1888 

W. n. Owens 1888-1894 

Chas. F. Patterson 1894-1904 



EDUCATION IN INDIANA. 287 

Principals and assistants: 

Janie Deming. 

C. M. McDaniel. 

J. H. Haywortli, 

Leva M. Foster, 
High scliool teachers and subjects they teach: 

Miss Leva M. Foster, Mathematics and Latin 

^^"Imojr'' "''"■' '' '^'■' -"'"^^ ^"^^'^^^^••^' "--^"^-^^ superintendent, 
Training of teachers: 

Leva M. Foster, Indiana University. 

Enrollment in high school 

Total enrollment in grades and high' school.' .' ,]li 

^ umber of girls graduated last year (1D(>3) 

Number of boys graduated last year (1903) ^ 

Number in this class that went to colle-e ' 

Number of graduates since school was organized ^ : : " 

Aumber of these who have attended college f- 




i^AST Chicago High School. 



288 EDUCATION IN INDIANA. 

ELKHART HIGH SCHOOL. 

D. W. Thomas, Superintendent. 

Organized, 1868. Commissioned, 1886. 
Superintendents, witli dates of service: 

Valois Butler 1868-1870 

J. K. Waltz 1870-1874 

J. M. Strasburg- 1874-1875 

M. A. Barnett 1876-1879 

A. P. Kent 1879-1882 

T. B. Swartz 1882-1886 

D. W. Thomas 1886-1904 

Principals and assistants: 

Nellie Smith. 

Mary E. Gordon. 

Sei-eue E. Hoadley. 

Lydia A. Dimon. 

Sarah D. Harmon. 

Chas. M. Van Cleave. 

Geo. W. Barr. 

A. G. Hall. 

Leonard Conant. 

Theodore Johnson. 

Horace Phillips. 

Z. B. Leonard. 

S. B. McCracken. 
High school teachers and subjects they teach: 

S. B. McCracken, Physics and Chemistry. 

Clara Van Nuys, English Literature. 

Ella Wilkinson, Latin. 

A. M. Smith, Mathematics. 

Ella Rice, American Literature. 

Retta Speas, Biology. 

Wm. O. Lynch, History. 

C. W. Blanchard, Commercial Subjects. 
W. L. Gard, Assistant in History. 
Elizabeth Aitken, Assistant in Mathematics. 

Average yearly salary of high school teachers, including superintendent. 

$868.64. 
Training of teachers: 

D. W. Thomas, superintendent, A. B., A. M., DePauw University. 
S. B. McCracken, A.B., Indiana State University. 

Clara Van Nuys, Indiana State Normal. 

Wm. O. liynch, Indiana State Normal. Indiana State University. 

C. W. Blanchard, Indiana Central College, Fayette Normal Univer- 
sity, Ohio. 

Amandus M. Smith, Bucknell University, Pa.: Pennsylvania State 
Normal. 

Ella E. Rice, Michigan University, one year. 

M. Ella Wilkinson, New York State Normal. 



EDUCATION TN INDIANA. 280 

Retta E. SpcMs. liulinun Stale Normal. 

Willis L. (Jai-d, Indiana State I'uivcrsit.v. 

Elizabt'th Aitkeii. Michijian State Nuniial. 

Eiirollnieiit in high school 252 

Total eni-ollment in grades and liigli school 2,764 

Xnndjer of girls graduatetl last year (IIR):!) 22 

Xnnil)er of boys gi-aduated last year (19(t:>) 

Number in tliis class that went to college 3 

Number of graduates since school was organized 496 

Numlier of these who have attended college 60 

ELWOOD IIKJH SCHOOL. 

(". S. Meek. Superintendent. 

Organized, 1S,S!). Commissioned. 1801. 
Superintendents, with dates of service: 

T. P. Fitzgibbon 181)0-1901 

Chas. S. :Meek 1901-191)4 

Principals and assistants: 

Chas. S. Meek 1892-1894 

John Freeman 1894-1898 

L. D. Owens 1898-1901 

J. G. Collicutt 1901-1903 

V. W. Owen 19u3-l!>n4 

High school teachers and subjects they teach: 

Everett Owens, Mathematics. 

Chas. Haseman. ^lathematios. 

Otto Sperliu, English. 

Edward McDonald, English. 

Ida Webb, History. 

(ieo. I). Shafer, Science. 

E'dna Chaffee, German. 

Lucy Poucher, L.-itin. 
Average yearly salary of high school teachers, including superintendent, 

.i;786. 
Training of te;ichers: 

Clias. S. Meek, A.B., TTniversity of Indiana. 

F^verett Owens, A.R.. University of Indiana. 

Chas. Haseman, A.B.. I'niversity of Indiana. 

Otto Sperlin. A.P>., University of Indiana. 

(it'o. D. Shafer, A.B., ITniversity of Indiana. 

Ethel Chaffee, A.B., DePauw I'niversity. 

Lucy Poucher, AB., DePauw Universty. 

Ida Webb, Indiana State Normal. 

Enrollment in high school 24.5 

Total em-ollment in grades and high school 2.670 

Number of girls graduated last year (19t>3) 10 

Number of boys graduated last year (1903) 13 

Number of each in this class that went to college, boys, 4: girls 5 

Numlier of graduates since school Avas organized 176 

Number of these wlio have attended college 40 

19— Edu(!ation. 



290 EDUCATION IN INDIANA. 



FAIRMOUNT HIGH SCHOOL. 

C. H. Copeland, Supcrintondent. 

Organized, 1896. Commissioned, 1S99. 
Superintendents, with dates of service: 

R. W. Himelick lS9(i-1897 

C. H. Copeland 1897-1904 

Principals and assistants: 

M. E. Monaban. 

W. L. Jay. 

M. N, Hadley. 

J. C. Castleman. 

H. C. Brandon. 
Hi.uli school teachers and sulijccts they teach: 

H. C. Brandon, Physics and Geometry. 

L. C. Robey, English and Algebra. 

R. D. Smith, English and History. 

.Josephine Abel, Latin and German. 

C. H. Copeland, Botany. 

Lenora Denton, Music. 
Average yearly salary of high school teachers, including suiJerintendent. 

$560. 
Training of teachers: 

C. H. Copeland, A.M., Indiana University, Superintendent. 

H. C. Brandon, A.B., Indiana University, Principal. 

R. D. Smith, Indiana State Normal graduate. 

.Josephine Abel, A.B., Indiana University. 

L. C. Robey, A.B., Wabash College. 

Lenora Dentou, Thomas Normal Training School, Detroit, Mich. 

Eiu'olhnent in high school 110 

Total enrollment in grades and high school S.IO 

Numl)er of girls graduated last year (190.'}) 7 

Number of boys graduated last year (1903) 2 

Number in this class that went to college— girl 1 

Number of gi-aduates since school was organized 38 

Number of these Avho have attended college 5 



EDUCATION IN INDIANA. 



291 




292 EDUCATTOX TX IXDIAXA. 



FT-OUA ITirjlI SrHOOL. 

J. S. Sl;ili.iui;li. Snporiiiteiulent. 

Organized, 18!)!'. ('oiiiniissioncd, liiiii'. 
Superinteiuleiils. witli d.-itcs of sci'vicc: 

I. F. Myer 1S!)2-1S'.»4 

E. N. Canine lSit4-1S'.»7 

Geo. B. Asbury 181)7-1 !>o:', 

.Taney S. SlabaiiL-li lf>0.'M904 

Principals and assistants: 

(). B. Bottorff, principal. 

K. .7. Todd, assistant. 
Iliuii school teachers and snl).iects tlicy teach: 

.1. S. Slabangli, History and Latin. 

O. B. Botorff, English and Latin. 

K. .1. Todd, Mathematics and Science. 
Average yearly salary of high sciiool teacliers. including superintendent, 

$560. 
Training of teachers: 

J. S. Slabaugli, graduate of Indiana State .Xorni.-il. senior in lndian:i 
University. 

O. B. Bottorff, A. B.. from Indiana University. 

K. J. Todd, undergraduate of Indiana University, three years. 

Enrollment in high S(diool t;(» 

'I'otal eni-ollment in grades and higli sclmol :',8i) 

Xundier of girls graduated lasl year (IDo;;! 4 

Numlier of hoys graduated l;ist year (l!>n:!i (! 

Nnmliei- in tins class that went to college .None 

Xumlier ol graduates since scliool was organized .">8 

Xuiiibei' of tliese wlio h;i ve attended (M)]!!'!;^ 12 



EDUCATION IN INDIANA. 293 



FOKTNILLE UK ill .SCHOOL. 

W. A. Myers. SiiiJt'i'iiiteiKk'ut. 

Organized. 1S!MI. ruiiiiuissioiied, 189t). 
Siiperiiitendeiits. with dates of service: 

.J. W. .lay IS'.r.-l'.MM) 

William A. Myers l!l(Ml-l'.H)4 

Priuripals and assistants: 

J. M. Pog-ue, W. A. Myers. W. A. Bowman. II. ^\•. \\'(dre. .lames 
A. Moody, O. L. Morrow. 
Hi.i4li seliool teachers and subjects they teach: 

W. A. Myers, Algebra, Botany. Cicero. American Literature, Amer- 
ican History, Civics. 
O. L. Morrow, <ieometry. Physics, beginning Latin, Ca'sar. English 

Literature. Physical Geography. Ancient History. 
C. H. Griffey. Alge))ra, Literature, Composition, 
Average yearly salar.v of high school teachers, including suijerintendeiit, 

$576. 
Training of teachers: 

W. A. Myers, superinteiuh'ut, A. B.. 1S!M;; A. M., 1899, Indiana Uni- 
versity. 
O. L. Morrow, iirincipal. graduate Indiana State Normal School. 
C. H. Grittey. undergraduate Butler College, two terms. 

Enrollment in high school (190:V()4) fiL' 

Total eni'ollment in grades and high school ,• •• • '^IT 

Number of girls graduated last year (1903) 7- 

Number of boys graduated last year (1903) • • • • - 

Number Qf each in this class that went to college- 
Girls 1 

Boys 1 

Number of graduates since school was commissioned S.") 

Number of these who have attended college 15 



294 EDUCATION IN INDIANA. 



FOUNTAIN CITY HIGH SCHOOL. 
B. W. Kelly, Superintendent. 

Organized, 1872. Commissioned, 1902. 

Superintendents, with dates of service: 

David F. White 1872-1873 

John Mather. 
Mary E. Harris. 
Lucius Fall. 
Abbott Mott. 

Mr. Woolford 1885-1886 

R. E. Kirkman 1886-1888 

Dan Barrett 1889-1890 

J. M. Meek 1891-1895 

A. L. Ellabarger 1896-1898 

C. A. Thornburg 1899-1903 

Principals and assistants: 

B. W. Kelly, superintendent. 
Carrie B. Gritfis, principal. 

High school teachers and subjects they teach: 

B. W. Kelly, English, History, Physics. 

Carrie B. Griffis, Latin, Algebra, Geometry. 
Average yearlj' salary of high school teachers, including superintendent, 

$600. 
Training of teachers: 

B. W. Kelly, superintendent, B. S., Earlham College. 

Carrie B. Gritfis, principal, undergraduate Indiana ITniversity, one 
year. 

Enrollment in high school 25 

Total enrollment in grades and high school 225 

Number of girls graduated last year (190;]) 1 

Number of boys graduated last year (1903) 1 

Number in this class that went to college None 

Number of graduates since school Avas commissioned No data 

Number of these who have attended college No data 



EDUCATION IN INDIANA. 



295 




296 EDUCATION IN INDIANA. 



FOWLER HIGH SCHOOL. 

Lewis Hoover. Superintendent. 

Organized. lS,S(i. ("oniniissioned. 18U5. 

Superintendent.^, Avith dates ol' service: 

Lewis Hoover 1!hhi-1!k»4 

Louis Lambert 1,S!»!>-11»im) 

T. F. Beri-y lS!t7-1S!)!) 

Burton Berry 1S!i4-],S'.tT 

P. V. Voris 1S!C_'-1,S!I4 

W. J. Bowen Isito-lS'.rj 

Samuel Lilly ISSS-LSJMi 

Mr. Brunton 18S7-188S 

Mr. Bueldey 188<;-1S8T 

W. J. Bowen 188.j-lS8(i 

Principals: 

J. H. Stanley l!M);!-i;»i)4 

Edward Gardnei- l!>n'_'-l<ti):5 

J. G. Perrin liWiMUirj 

J. A. Linebarser lS!»!t-l!Mil 

Cora Snyder 18!)r,-180!J 

High school teachers and subjects they teach: 
J. H. Stanley, Latin and Mathematics. 
Rose E'. Hay, History and English. 

Average yearly salary of high school teachers, including superintendent. 
$738.33. 

Training of teachers: 

Lewis Hoover, superintendent. gradu:ite liigli scliuol, Ilagerstown. 
Ind.; graduate Indian;! State Xornial: doing senior woi-k in Earl- 
ham College. 
J. H. Stanley, graduate Indiana Stale Xornial: di>ing senior wt)rl< in 

State University: Chicago University, summer. I'.tiii). 
Rose E. Hay, graduate high scliool. Vermillion. 111.: Westtield Col- 
leg(\ Illinois, two years: Indiana Stjite .Xoinial. two years. 

Enrollment in high school 7(1 

Total enrollment in gi-ades and liigli scliool ;;7'j 

Number of girls graduated last year ( r.iii;!i Vj 

Number of boys graduated last yeai' i r.Ki:!i .-, 

Number of each in this class that went lo eoIIeg(«— 

Girls 1 

Boys 3 

Number ol graduates sinee school was organized 137 

Xninher of Ijiese who lia\-e attended college 49 



EDUCATION IN INDIANA. 



297 




298 EDUCATION IN INDIANA. 



FRANKFORT HIGH SCHOOL. 

Edwin S. Monroe, SuperLntondent. 

Organized, 1875. Commissioned, . 

Superintendents, with dates of service: 

E. H. Slatey 1860-1872 

J. P. Rous 1872-1874 

J. E. Moxtou 1874-187G 

Richard G. Boone 1870-188(5 

E. E. Griffith 1880-1890 

B. P. Moore 1890-1899 

H. L. Franli 1899-1901 

George L. Roberts 1901-1903 

Edwin S. Monroe -. . 190.3-190-1: 

Principals and assistants: 

J. S. Ludlam, J. F. Millpaugh, A. M. Huycke, J. F. Warfel, C. E. 
Newlin. D. K. Goss, J. A. Wood, J. A. Hill, J. J. Mitchell. 
High school teacliers and subjects they teach: 

J. J. Mitchell, Mathematics. 

P. W. Smith, Science. 

O. A. Rawlins, Science. 

William Robison, Mathematics and English. 

Christiana Thompson, English. 

Anna M. Claybaugh, Latin. 

Alice Hadley, History. 
Average yearly salary of high school teacliers. including superintendent, 

$909.37. 
Training of teachers: 

J. J. Mitchell, A. B., Indiana University. 

F. W. Smith, graduate Indiana State "Normal. 
O. A. Rawlins, A. B., Indiana University. 
William Robison, A. B., Indiana' University. 
Cliristiana Thompson, A. B.. Otterbein University. 
Anna M. Claybaugh. graduate Indiana State Normal. 
Alice Hadley, graduate Indiana State Normal. 

Edwin S. Monroe, suporintcndcnl, A. JNI., Hanover College. 

Euiollment in hi^h school 222 

Total enrollment in grades and liigli sclioul l.lilij 

Number -of girls graduated last year(19o:')i 13 

Number of boys graduated last year (190;;) 14 

Number of oacli in tliis class that Avcnt to college- 
Boys 3 

Girls 3 

Number of graduates since sdiool was organizml 405 

Number of these who liave attended college 100 



EDUCATION IN INDIANA. 



299 




Frankfort High School. 



noo F/nrcAT'iox ix iXdjaxa. 

FRANKLIN IIKJII SCHOOL. 

IL 1'.. Wilson, SupcriiitciHlciit. 

Oru'.-niizcd. ISTL ( 'mniiiissiuiKML . 

Siiiici'iiiti'Hdt'iils. with <I.MtPS of service: 

F. AL Feryiison ISCti-lSTl 

H. H. Boyce 1871-187:? 

E. E. Thompson 1 874-1 S7r> 

Ml-. Hunter 1874-1 87.". 

Mr. Martin 187.1-1881 

Mr. Kemp 1881-188-J 

Arnold Thompkins 1882-188.'> 

Mr. Kirsch 188r)-188(*. 

W. J. Williams 18S7-18!W 

Will Featheriniiill 18!):M8!t8 

N. C. Jolnison 18H8-l!Hi() 

Horace Ellis 1<.hmi-1<hi-j 

H. B. Wilson 1!»1IL'-1'.M)4 

Pi'incipals and assistants: 

Mrs. Boyce. Mrs. Tlionipsun. Miss Xeily. Mrs. Marl in. Mi's. \Miitt'. 
Mary Adams, Mr. Barnett. E. L. StepluMison. Air. Al.iitin. Kitty 
Palmer, Alva O. Neal, €. K. Parla'r. (Jco. P.. Aslmry. 
High school teachers and sub.iects tlicy tc-uli: 

Geo. B. Asbury, principal. Latin. 

Herriott Palmer. History. 

('lara Hannaman. English. 

Nettie Craft, Science. 

N. C. Grimes, Matlicmatics .mikI ( ici'niaii. 

Margaret Pritcliard. Latin and I'',ngiisli. 

Ethelwyn Miller. Latin and .Malhciii:il ics. 
.Vverage yc:!rly salar.v of Ingli school teachers, including sn]iei'iiitcnih'id. 

$7(«. 
'I'raining of teachers: 

H. P>. Wilson. sn])eriiiten(lcni. Indiana State Norin;il. gi-;i<lnatc: In- 
diana riii\'crsity. two ycjii's. 

(Jcorge It. .Vslniry. graduate Indiana State Norin:il; nndergraduate 
Indiana I'nivci'sity. 

Ilcrriott ('. P:iliner. Fi'.Miiklin College, B. S.. Ph. .M.. snmnier school 

Clara I lannain.in. I'ranklin College, three years. 

Nettie C. Craft. Franklin College. B. S.. suinnier school. 

N. C. Grimes. Michigan State University, tlnce years. 

Alargaret Pritcliard, Franklin College. A. P.. 

Ethelwyn Miller, Fraidclin ('ollege; Boston rniversity, oiu' year. 

Enrollment in high school 21."> 

Total enrollment in .grades and high school 8(1:5 

iNiiiuher of girls graduated last year (1903) '.• 

Xninlicr of hoys grtiduated last year (1903) "J 

Numhcr in this class that went to college •"' 

Number of graduates since school was organized li!)i> 

Number of these who have attended college 175 



EDUCATION IN INDIANA. 301 

FKANKTOX IIKiil SCHOOL. 
J. B. Fayiin. SuiiciMiitciKlciif. 

Oi-;;;Uii/,(Ml. IS'.lT. ('(iniiiiissidiicd. Ainil IJ. IS'.Ct; ,M;iy US. I'.lillj, ;iii(l Novciii- 
Ih'I- 5, 1!M):;. 

.SuiterinteiHU'iits. with d.-ilrs of scrxici': 

J. 15. Fayan 1S!)7-1!H)4 

rriiicipals and assistants: 

C. E. Greene, principal ls;»7-l!MM) 

L. Blanche Merry, principal 1!»()0-I!»lt4 

L. Blanche Merry, assistant 1S!)S-1!M)(» 

J. H. Stanle.v. assistant 1!)P()-1!)()1 

Grace Triplett, assistant I<.t(il-1<.MI2 

Malissa B. Furr. assistant 1!ii»2-1;mi4 




Fkankton High School 



High school teachers and snlijects they teach: 

L. Blanche Merry, English and History. 

Malissa B. Fnrr, Latin and Science. I'liysics. Chemistry. 

J. B. Fagan, Mathematics. 
Average yearly salary of high school teachers, including superintendent. 
.$T2G.(JG%. 



302 EDUCATION IN INDIANA. 

Training of teachers: 

Malissa B. Furr, A. B., Eminence College, Kentucky; graduate In- 
diana State Normal. 

Blanche Merry, graduate Indiana State Normal; student Michigan 
State University. 

J. B. Fagan, graduate Indiana State Normal. 

Enrollment in high school 30 

Total enrollment in gi-ades and high school 2."50 

Number of girls graduated last year (1903) 1 

Number of boys gx-aduated last year (1903) 1 

Number in this class that went to college 

Number of graduates since school was organized 14 

Number of these who have attended college 7 

GALVESTON HIGH SCHOOL. 

Elmer E. Tyler, Superintendent. 

Organized, 1895. Commissioned, 1903. 
Superintendents, with dates of service: 

Elmer E. Tyner 1903-1904 

Principals and assistants: 

J. W. t.aird, R. C. Hiliis, H. M. Stout, and Miss Ida Galbreath, as- 
sistant; Elmer E. Tyner, and H. R. Bean, assistant. 
High school teachers and subjects they teach: 

Elmer E. Tyner, Latin and Science. 

H. R. Bean, Mathematics, English and History. 
Average yearly salary of high school teachers, including superintendent, 

$600. 
Training of teachers: 

Elmer E. Tyner, M. S., Franklin Colloue. Indiana. 

H. R. Bean, A. B., Toronto University, Canada. 

Enrollment in high school .50 

Total enrollment in grades and high school 177 

Number of girls graduated last year (190."'.) 5 

Number of boys graduated last year (19i»3) 3 

Number of each in this class that went to college- 
Girls 2 

Boys 1 

Number of graduates since school was organized 19 

Number of these who have attended college 7 



EDUCATION IN INDIANA. 



303 




Galveston High School, 



304 EDUCATIOS IX IXDIANA. 



GARRETT HIGH SCHOOL. 

Ezra E. Lollar. Superintendent. 

Organized, ISSit. Comniissionod. 1895. 
Superintendents, witli dates of servi'-e: 

Tho.s. S. Merica ISSC-ISOO 

P'rancis M. Merica IS'.MMSlMi 

George M. Holve 1S!m;-18!HI 

Ezra E. Lollar ls;»;>-l!M)4 

Principals and assistants: 

Principals— F. M. Mericn. Ell;i \i\ian. (Jco. .M. Hoke. (i. P. Thieleii. 
E'zra E. Lollar, C. E. White. J. W. ("oIei)erd. Estella Wolf. 

Assistants— Maude Braderick. .1. ^^'. ("oleberd. Delano Rrinkerhoff, 
W. A. Hogue, .7. B. Tarne.v. Verna Darb.v. 
High school teachers and subjects they teach: 

Estella Wolf. Latin, English. 

Yerna Darb.v, Matheniiitics. Science. 

Ezra E. Lollar. Histoiy. 
Average yearly salary of high school teacliers. inchuliiig superintendent, 

$670.00. 
Training of teachers: 

p:zra E. Lollar A. B.. OtterbeLn. 

Estella Wolf. A. B.. Heidellierg. 

Verna Darby, A. B., Indiana University. 

Enrollment in high school '>4 

Total enrollment in gi-ades and higli school (»(i4 

Number of girls graduated last yciir (1003) 5 

Number of- boys graduated last year (1903) o 

Num))er in this class thnt went to college — Boys 3 

Numl)er of graduates since sciiool was organized. . 104 

Number of these who have attended college 20 



EDUCATION IN INDIANA. 



305 




Garrett High School,, 



20— Education. 



306 EDUCATION IN INDIANA. 



GAS CITY HIGH SCHOOL. 

J. H. Jeffrey, Superinteudcnt. 

Organized, 1894. Commissioned, 1897. 
Superintendents, with dates of service: 

W. O. Warrioli 1894-1899 

A. H. Sherer 1899-1901 

.T. H. Jeffrey 1901-1904 

Principals and assistants: 

B. L. McVicar, Mrs. AV. O. Warriclv, Mrs. A. H. Sherer, W. B. 
Schoonover, E. N. Canine. 

lligii school teachers and subjects they teach: 

J. H. Jefl'rey, superintendent, Algebra. 

E. N. Canine, principal. History and Physics. 

Frances N. Curry, Latin and German. 

Elizabeth L. Meigs, English. 

Josephine Brown, Science and Mathematics. 
Average yearly salary of high school teachers, including superintendent, 

$667. 
Training of teachers: 

J. H. Jeffrey, superintendent, A. B., Indiana University. 

E. N. Canine, principal, A. B., Indiana University. 

Miss Frances N. Curry, A. B., Wooster, O. 

Miss Elizabeth L. Meigs. B. S. Purdue. 

Miss Josephine Brown, P.. S., Iowa College. 

Enrollment in high school 40 

Total enrollment in grades and high scliool 796 

Number of girls graduated last year (190.3) 1 

Number of boys graduated last year (190.3) 2 

Number in this class that went to college— Boys 2 

Number of graduates since school was organized 14 

Number of these who have attended college 5 



EDUCATION IN INDIANA. 307 




Gas City High School. 



308 E DUCAT JON IX INDIANA. 



GOODI.AXl) IIKJH SCHOOL. 

M. A. Hester. SiiiKTiiilciMlciit. 

Or,u;iiii/,('(l, ISSl). ('oiuiiiissioiicd. 1S'.)4. 
Wuperiutencleiits. with d.ilcs of sci-viee: 

J. C. Dickoisun IS'.CMiMKJ 

M. A. Hester l!X);i-l!)04 

Pi-iiK-ipals aucl assistants: 

Mr. Huml)ar(l, Mr. .loe P». Fagan. .Mr. Ficd WCiuiar, .AJr. (iarrisuii. 
Mr. Deest, Mr. H. A. Henderson: .Miss Maud Ellis, Miss Edna 
Watson, May Hnston. 
High school teachers and snlijects they teach: 

M. A. Hester, superintendent. Geometry, History. I'hi,i;lisli. Latin. 

H. A. Henderson, Bookkeeping. History, Physics, Latin, Chemistry. 
Geometry. 

May Huston, Englisli, Algelira. 
Average yearly salary of liigli scIkkiI teachers, iuclnding .superintendent. 

.$U98.33%. 
'J'raining of teaclu'rs: 

May Huston, Franklin (liid.i Itaptist College, four years. 

H. A. Henderson, Battle Creek. Mich., six years. 

M. A. Hester, DePauw. Ind.; Brookville. Ind.: .Moores Hill College. 

E'urollment in high school (K) 

Total enrollment in grades and high school .">.")(» 

Number of girls graduated last year (in^C.i .'! 

Number of boys graduated last year (lOO:!) None 

.Number of each in this class that went to college None 

.Number of graduates since tlie scliool was organized Not l<iio\vii 

.Number of these who have allended collcuc (i or S 



KDrCATfOX TX FXDfAiVA. 



?.01) 




GooDLAND High School. 



310 EDUCATION IN INDIANA. 

GOSHEN HIGH SCHOOL,. 

Victor W. B. Hedgepetli, Superintendent. 

Organized, 1871. Commissioned, . 

Superintendents, witti dates of service: 

D. D. Lulce .Titly 1, 1871 

Ambrose Blunt July 1, 1877 

W. H. Sims July 1, 1884 

J. P. Rieman July 1, 1899 

V. W. B. Hedgepetli July 1, 1901 

Principals and assistants: 

Miss E. R. Chandler, principal; Miss M. Lawrence, Miss Hills, assist- 
ant principals; Miss L. E. Michael, principal; D. J. Tyner, R. A. 
Randall, G. AVuthrich, assistant principal. 
High school teachers and subjects they teach: 

Lillian E. Michael, A. M., Latin. 

Guy S. Wuthrich, Biology. 

Emma L. Butler, A. B., English. 

Elizabeth Dugdale, History. 

Edwin Jacobs, Ph. B., Science. 

J. W. Bremer, German. 

A. J. Gerber, Ph. B., Mathematics. 

Mary Biggs, Commercial Department. 

Grace Galentine, Assistant English and Mathematics. 

Effie C. Hessin, Music. 

Victor Hedgepeth, A. M., Senior Mathematics. 
Average yearly salary of high school teachers, including superintendent, 

$973. 
Training of teachers: 

Lillian E. Michael, A. M., Ohio University. 

Guy S. Wuthrich, Indiana University, 2^/4 years, one year Valparaiso. 

Emma L. Butler, A. B., Chicago University. 

Elizabeth Dugdale, Michigan University, two years; two-thirds year 
Indiana Normal. 

Edwin Jacobs, Ph. B., Wooster University. 

J. W. Bremer, graduate Royal Seminary, Cologne. 

A. J. Gerber, Ph. B., Wooster University. 

Mary Biggs, Commerical Department, Elmira one year, tive months 
Chicago University. 

Grace Galentine, six weeks Butler summer school. 

Effie C. Hessin, Boston and Chicago. 

Victor Hedgepeth, A. M., Bethany, AValiash. 

Eni'ollment in high school 323 

Total enrollment in grades and high school I,ti09 

Number of girls graduated last year (1903) 26 

Number of boys graduated last year (1903) 11 

Number of each in this class that went to college- 
Girls 3 

Boys 5 

Number of graduates since school was organized 351 

Number of these who have attended college 108 



EDUCATION IN INDIANA. 



311 




312 EDUCATION IN INDIANA. 



GOSrORT IIKJir SCHOOL. 

K. L. 'l'h()iiii)S()ii. SuiKTiiitriHU'iit. 

Orgauized, 1S70. Commissioned, 1892. 
Superintendents, -witli dntes of service: 

W. W. Parsons 1870-1872 

Bruce Carr 1872-1870 

Samuel Lilly 187(;-188(i 

J. N. Spaniiler 18801887 

Mr. Hubbard 1887-1890 

Ira P. Baldwin 1890-189"> 

W. O. Hiatt 189.>1898 

Mr. Newlin 1898-1900 

Mr. Ragsdale 19(10-1901 

I). M. McCarver 1901-1902 

E. L. Thompson 1902-1904 

IMiiicipals and assistants: 

Miss Grinisle.y 1888-1891 

Miss Hose Newconili 1891-189.", 

Miss Sallie V. Bi'own 18!t^M894 

Miss Steplienson 1S94-1897 

Miss Edith Morton 1897-1 89S 

.Jacob Kinney ls<.(7-l!io4 

High school teachei's and sulijccts they teach: 

E. L. Thompson, History. Latin. English. Chemistry. (JiTUian. 
Ira r. B.aldwin, M.atheni.atics. Latin, Physics, Engiisli. 
Average yearly salary nt higli sdinol teachers, including sn|iei'iiitendent. 
.*|;.'')0O. 

i^'in'olluient in liigli scliool 48 

Total eniolliiient in grades and high school 208 

Number of girls graduated List year (I'.Mi:',) 11 

Number of boys graditated last year (lOt).",) 7 

Nundjer in this class that went to college 

Number of gr.adiiates since school \\;is organized 270 

Number of these wiuj have attended college Not Icnowii 



EDUCATION IN INDIANA. 813 



GREENCASTLE HIGH SCHOOL. 

H. (J. Woody. Superintendent. 

Organized, . Conuiiissioiu'd. . 

Superintendents, with dales of serAice: 

Reuben Ragan ISC.l-lSCC 

D. D. Waterman ISfKMSCT-lSCS-ISSO 

Gillum Ridpatli ISCT-ISCS 

E. P. Cole 1ST(»-1.S7-J 

George W. Lee ISTL'-lSSl 

J. N. Study 1881-1884 

J. M. Olcott 1884-188(J 

James Baldwin 188(5-1887 

Robert A. Ogg 188T-18!)8 

H. G. Woody 18!)8-1".M)4 

I'rincipals: 

Miss Martha J. Ridpath 1882-1!MJ4 

High school teachers and sub;ects they teach: 

Martha J. Ridpath. Latin. 

Florence W'ood, English. 

Jessie E. Moore. Mathematics ami Latin. 

Mary E. Hickman. Biology. 

Lillian E. Southard. History. 

Elizabeth Towne. Mathematics. 

Grace W. Birch. German. 

W. M. McGaughey, Physics. 

Kate S. Hammond, Music. 
Training of teachers: 

In high school, university graduates. ldn%. 

In high school, with M.A. degree. •")()%. 

In grades, universit.v graduates. .">()%. 

Entire corps, university graduates. (►()%. 

Entire corps with some college training. (*)'.)%. 

Entire corps, with some college or normal training. 100%. 

Entire corps, with normal training. (>2%. 

Enrollment in high school 20T 

Total enrollment in grades and high school 778 

Number of girls graduated last year (10o;'>i 18 

Number of boys graduated last year (VM)'.\\ 

Number in this class that went to college 13 

Number of graduates since school was organized 483 

Number of these who have attended college 322 



314 EDUCATION IN INDIANA. 



GREENFIELD HIGH SCHOOL. 
AV. C. Goble, Suixn-iiitoiidont. 

Organized, 1875. Commissioned, 1879. 

Superintendents, with dates of service: 

W. H. Sims 1877-1881 

Jolin W. Stout 1881-1883 

J. M. Strasburg 1883-1884 

J. V. Martin 1884-1889 

W. H. Glascoclc 1889-1891 

Geo. S. Wilson 1891-1898 

Alpheus J. Reynolds 1898-1901 

John H. Whiteley 19(11-1901 

Andrew E. Martin 1901-1903 

W. C. Goble 1903-1904 

I'liiicipals and assistants: 

:Miss Mary E, Sparks 1878-188G 

J. J. Pettit 1877-1878 

Geo. S. Wilson 188G-1891 

Titus B. Kinsie 1891-1900 

Elwood Mori-is 1900-1901 

.Tohn Whiteley 1901-190:; 

Jolin II. JohiHSiton 1903-1904 

lligli school teachers and subjects they teach: 
.lohn H. .Tolmston, English. 
Fi-ances L. Petit. Latin. 
W. C. Goble, History. 
Franlv Larrabee, Mathematics. 
Hugh E. .Johnson, Science. 
Delia M. .Tames, Music. 

.\\('ragc yearly salai'y of high sclionl teachers, inebiding superintcMidiMit. 
.$713.. 

Training of teachers: 

W. C. GoI)le, superintendent, Indiana State Normal. 
John H. Johnston, principal, A. P.., State University. 
Frank Larrabee, B.S., Central Normal College. 
Francis L. Petit, A.B., Michigan State Univei-sity. 
Hugh E. Johnson. 
Delia M. James. 

Enrollment in high school 1G8 

Total enrollment in grades and high sclionl 9G0 



EDUCATION IN INDIANA. 



315 




Greenfield High School. 



316 EDUCATION IN INDIANA. 



GREENSKT'KC; HIGH SCHOOL. 

KliiKH' ('. .Ici-iii;iii. SuiicriiitciKh'iit. 
Oiyanizeil. lS(i;». 
Superiiiteudeuts. with dales dl' sci-vicc: 

C. W. Harvey lS(i9-1888 

W. P. Shannon l.SS.'M897 

G. L. Roberts 18!lT-19nl 

D. M. Geeting I'Mtl-l'.HW 

PL'hner ( ". .lerniaii l!Ht;j-l!MJ4 

I'rincipals: 

Alfred Knmnier. 

W. P. Shannon. 

C. L. Hottell. 

Geo. L. Roberts. 

Thos. L. Harris. 

Edgar Mendenhall. 

J. W. Rhodes. 
Ui.^li school teacliei's and sul)jecls tiiey teacli: 

J. ^\'. Rhodes, principal. Mallieniatics. 

Eustace Foley, Science. 

Kate F. Andi-ews, English. 

Cora K. Ragsdale, Latin and History. 

Claribel Winchester, Mnsic. 
Average yearly salary of high school teadiers, including superinlendeni, 

•$7L'( ;.(;(-,%. 
Training of teachers: 

John W. Rhodes, undc I'giaduatc Indiana liiiN crsity. 

Eustace Foley. B.S.. Indiana I'niversity. 

Kate F. Amlrews. li.A.. Weiiesley College. 

Cora Kemp Ragsdale. I'h.P... Franklin College. 

Elmer C. .lernian, A.M.. Franldin College. 

Claribel AVinchester. nn<lergi'a(luatc studeiil in \e\v ICngland Con- 
servatory of Mnsic. I'.oslon: Cincinnati Conservatory of .Music; 
INilsdam State Noi'nial, I'otsdani. .\. V. 

Enrollment in high school 11 f 

Total enrollment in grades and Idgli scliool !i.".:. 

Number of girls graduated last year {l!in:',i 10 

Nnml)er of boys graduated last yeai- (I'.xi;!) VI 

Num])er in this class tliat went to college (> 

Nundter of yraduales siin-e school was organize'! 421 

^fuinlier of these who liaN'e allended college 8.1 



EDUCATION IN INDIANA. 



•n7 




(Jhkknubuhg High Schuui.. 



318 EDUCATION IN INDIANA. 



GREENTOWN HIGH SCHOOL. 

H. E. Shepliard, Superintendent. 

Org.nnized, 1870. Commissioned, 1901-02. 
Superintendents, witli dates of service: 

Moses Heinmiller 1893-1890 

Lee Chalfant 189.5-1897 

J. D. Wliite 1897-1900 

II. B. Dielcey i;XMM<>o:! 

H. E. Shepliard 190;M(X)4 

Principals and assistants: 

Penelope V. Kern, principal; Effie Kinnison, assistant. 
High school teachers and subjects they teach: 

H. E. Shephard, Mathematics and Science. 

Penelope V. Kern, English. Latin and German. 

Efiie Kinnison, English, Latin and History. 
Average yearly salary of high school teachers, including superintendent, 

$520. 
Training of teachers: 

II. B. Shephard, graduate Indiana State Normal; one year at Indiana 
University. 

Penelope V. Kern, A.B., Butler College; Ph.B., University of Chicago. 

Etfie Kinnison, Ph.B., from Northwestern University. 

Enrollment in high school 42 

Total enrollment in grades and higli school B.S5 

Number of girls graduated last year (1903) 4 

Number of boys graduated last year (1903) 1 

Number in this class that went to college 1 

Number of graduates since school was organized 13 

Number of these who have attended college 4 



EDUCATION IN INDIANA. 



319 




Greentown High School. 



320 EDUCATION IX INDIANA. 

HACiKUSTOWX IIKill SCHOOL. 

< ). L. \'(His, Suin'rintciidciit. 

Organized. 1871). CoiiiiiiissidiKMl. ISStJ. 
Superintendents, wiili dales of service: 

Lee Ault ISTIt-l SSH 

R. Nelson 1SS:MSS4 

H. F. Wls.sler 1S,S4-1,SS7 

P. V. N'oris 1887-1802 

li. F. Wissler 1892-1893 

Fee Ault 18!»8-11>()0 

(). F. N'oris Il»n0-1!>()4 

PriTicipal: 

W. J. Kowden. 
High school teachers and suli'ects they teacli: 

W. J. Bowden, Latin. Filcrature. ( Jcunietry. Al.uclira. ("ivil (invern- 

nieiit. Physical (Ji'ourapliy and PsychoioLiy. 
O. L. Voi'is. Falin. Filer.ilun". Ulictoric ( Jeoinclry. Pliysiis and 
Botany. 
As'erage yearly salary of liigli sclni:il teachers, including supt-rintendenl. 

$586. 
Training of teachers: 

W. 9. Bowman, gi'aduate Indiana State Xornial School. 
O. F. N'oi'is. graduate Indian.i Sl.-ile Xorniid School. 

Enrollment in Idgh school (!() 

Total eiu'ollment In grades and high scliool . 2:!!» 

Number of girls graduated last year (T.»u;!) 7 

Number of boys graduated last year (I'.tii.'i) ."> 

Number in this class that went to college 1 

Numlier of graduates siiu-e school was orgainzi'd 14(» 

Nundiei' of t liese wlio lia\c atteniled college 21 

Il.\UTFOKl> CITV IIICII SFIIOOF. 

( ". IF Dryliread. Superinlendenl. 

Organized. isSd. ( "onnnissioiied. Fs;>7. 
Principals .and .assistants: 

W. P. .Modliu. |)iincipal High School. 

May (". Reynolds. suiiervis(M' uf .Music and iMiiwing. 
Higll scliool te.-iciicrs and suli'ecls tlley le;lcli: 

\V. 1'. Modliu. Fnglisli. 

Jennie E'. lloovei'. Fat in. 

Wm. Reed. .M;illieni;it ics. 

Maris ProHill, History ;ind ('i\ ics. 

James Siiiionlon. Science. 
Average yeaily s.-il.iry of liigli scliool leaciiers. including superintendent. 
.$8(1.".. 



EDUCATION IN INDIANA. 



321 



Training of teachers: 

W. I'. Modlin, gradu.-ite of State Xornial: nndergradnate State Tini- 
versity, one year. 

Wni. Reed, undergraduate Hillsdale, three yeai's. 

Jennie E. Hoover, nndergriidnate Chieago University, one year. 

Maris Proltitt. nndergradnate Franklin College, three years. 

James Sinionton, graduate Indiana T'niversity. 

Enrollment in high school 70 

Total enrollment in grades and high scliool 1,4.30 

Number of girls graduated last year (19o;]i 9 

Number of boys graduated last year {19():',) 4 

Number in this class that went to college 6 

Nunilier of graduates since school was organized 141 




Hagerstown High School. 



21— Education. 



322 EDUCATION IN INDIANA. 



HOBART HIGH SCHOOL. 

W. R. Curtis, Superintendent. 

Organized, 1888. Commissioned, 1898. 
Superintendents, Avitli dates of serA-ice: 

A. J. Smitlj 1888-18;)-J 

P. S. Gristy 18!J2-1895 

A. R. Harde.sty 1 S!).">-l!)ni 

W. R. Curtis l!)i)l-l!i:;t 

Principals and assistants: 

G. H. Tliompson, principal. 

H. Alena Wolfe. 
High scliool teachers and subjects they teach: 

G. H. Thompson, English History, Stenography, Botany. 

H. Alena Wolfe. Algelira. Latin, Physical Geography, German. 

W. K. Curtis. Alg('l)ra. I'liysics, Chemistry, Bookkeeping. 
Average yearly s;ilnry of high school teachers, including superinlendent, 

$88G.G0. 
Training of teachers: 

G. H. Thompson, undei'graduate ^'alparaiso College; eight terms in 
institution. 

H. Alena Wolfe, A. 15., Olivet College. 

W. R. Curtis, S.B., Valparaiso College; one year Chicago University. 

Enrollment in high school 70 

Total enrollment in grades ami liigli schoiil :V2-i 

Number of girls graduated last year (IDo:',) '2 

Number of boys graduated last year ( l!Kt."!l 

Number in this class that Avent to college 

Number of graduates since school was organized 02 

Number of the.se Avbo have attended college 5 



EDUCATION IN INDIANA. 



!23 




324 EDUCATIOX fX JX/Kf.W.l. 



HAMMOND HKJII SCHOOL. 

W. H. Herslnnau, Superiutendent. 

Organized. ISST. ('ommissioncd. IS'.is. 
Superiiiteiidcnts, with dates of service; 

W. C. Belman l,S,s:i-l!W)(t 

W. H. Hershman l!)(»ii-l<.>i(4 

Principals aud. assistants: 

W. A. Hill, principal High School, Science and Uookkeejiing. 
Ili.uli school teachers and sub.jects they teach: 

Annie Bassett, Mathematics. 

Delia (iandy, Latin. 

EA'a Page, German. 

Guy C. Cantrell, Literature, English. 

Minnie Haines, Histor.v. 

Flora Merry^Yeathel•, Stenography. 

Agnes Benson. Music. 
Average yearly salary of high school teachers, including superintendent, 

i)!824. 
Training of teachers: 

W. H. Hershman, superintendent. P>.A.. Indiana University. 

W. A. Hill, P..S., Chicago ITniversity. 

Annie Bassett. undergraduate. 

Miss Delia G:indy. Ph.M., Chicago University. 

p]va Page. Pli.M.. Chicago University. 

Minnie Haines. Ph.B., Northwestern University. 

(!ny Cant well. A.B., Indiana University. 

Agues r.ciison. 'I'omlin's School of ^Music. Clucago Xornial School. 

l'"loi-a Merry weather, undergraduate. 

Enrollnieiil in high school 120 

Total enrollment in grades ;ind iiigji sciinnl L».(l,s.") 

Xnmlici- of girls graduated last yc-.w ( i;i():;i <) 

Nundier of hoys graduated last yc.ii' (l!lli:!i ;•, 

Nnndicr iii tliis cl.-iss that went to cdjh'ge (! 

Xuudier (if gr;i(lu;ilcs siuce scIh.dI was orgaui/.ed ItJO 

Nnudier ni' ijicsc who lia ve ;il truih'd college fK) 



f'J DUCAT ION IX IXD/ANA. 



325 




li AM MONO High School. 



326 EDUCATION IN INDIANA. 



IIUNTINGBUKG HIGH SCHOOL. 
F. B. Kepner, SuptTiiiteudent. 

Organized, 1885. Coui missioned, 1887. 

Superintendents, AA'itli dates of service: 

C. E. Clark 1872-lSS.l 

Milton Hersberyer 188.J-188G 

F. S. Morgenthaler 1886-1892 

.J. T. Worsham 1802-1900 

F. I ). Cluirchill 1900-1901 

F. B. Kepner 1 901-1JX>4 

Principals and assistants: 

Willa McMahan, principal. 
Edw. Eberhardt, tirst assistant. 
I. A. Benton, second assistant. 

High school teachers and subjects they fcacli: 
Willa McMahan, English, Latin. (Jcomctry. 
Edw. Eberhardt, German. 
I. A. Benton, Physics, Botany. 
F. B. Kepner, Algebra, English. 

Average yearly salary of high school teachers, including superintend(>nt, 

Training of teachers: 

F. B. Kepner, A.l'.., Indiana T'niversity. 

Willa McMahiin, .\.I'.., Indiana T'ni versify. 

Edw. Eberh.-irdl. \. 1!., Wesleyan ITni versify. 

I. A. Benton. 

l.nrolhnent in high school Vvl 

Total enrollment in gi'ades and high school ."i:'.(t 

Number of girls graduated last year (190:j) 4 

Number of Itoys graduated last year (1903) 4 

Number in this class that went to college 2 

Number of graduates since scliool was organized 9(i 

Xninl)cr of these who li;ivc attcn(h'd coll(>ge 40 



EDUCATION IN INDIANA. 



32Y 




HUNTIKGBURG HiGH SCHOOL. 



328 EDUCATION IN INDIANA. 

HUNTIXCTUN HKJII SCHOOL. 

W. 1'. llnrt. Suiicriiitciulent. 

Organized, 1873. Commissioiu'cl. ISito. 
Superiuteudeuts, with dates ol" servici": 

James Baldwin 1873-1883 

Morgan Caroway 1X83-1884 

John Caldwell 1 S,S4-1887 

Robert I. Hamilton 18S7-irM)3 

W. P. Hart iyu3-1904 

Principals and assistants: 

P. C. Emmons, principal. (Jcrniau. 

W. I. Early, assistant principal. .Matln'iiiatics ami Science. 
High school teachers and subjects they teach: 
Evangeline E. Lewis, Mathematics. 
Fredrica R. Tucker, English. 
Frances E. Hutsell, History. 
Mary E. Hartman, Latin. 
S. J. Stauffacher, Commerce. 
L. C. Ward, Science. 
R. S. Crawford, English. 
Mary B. Cox, History. 
Evelyn K. DeCew, Drawing. 
Vivian L Stoddard, Music. 
Average yearly salai-y of higli school teachers, inclnding snpei-intendeut. 

$936.36. 
Training of teachers: 

P. C. Emmons, B.S.. A.B., Central Normal College: A.B.. Indiana 

TTniversity: one-third of year gi'aduate work Indiana University. 
W. I. Early, A.B., Indiana LTniversity; some graduate work at In- 
diana University. 
Evangeline E. Lewis, A.B., Indiana University. 
Fredrica R. Tucker, A.B., DePauw University. 
Mary E. Hartman. A.B., Indiana University; some graduate work 

at University of Chicago. 
Robert S. Crawford, B.L., University of Wisconsin; some giadnale 

work at University of Wisconsin. 
Samuel .T. Stauffacher, Ph.B., Northwestern College: graduale of 

Northwestern Business College. 
Louis (". Ward. A.B., Indiana University: one-third year of gi-.iduate 

work at Indiana University. 
Mary B. Cox, Indiana State Normal: rniversity of .Miciiigan. 
l''rances K. Hutsell. Indiana State Normal: P.ntler College: I'niver- 

sify of Chicago. 
lOvelyn K. DeCew, Michigan State Normal: graduate of l)etr(Hl Con 

servatory of INfusic, Public Scliool Department, in Ix.tli .Music and 

Drawing. 
Vivian I. Stoddard, graduate of Tliomas .\orm;il Training: speci;il 

training in Detroit Conservatory of Music. 



KVVCATTON JN TNDTANA. ^20 

Enrollment in high school 244 

Total enrollment in grades and high sch(Jol 1,748 

Number of girls graduated last year (1!M>3) 14 

Number of boys graduated last year (19(>3j (i! 

Number in this class that went to college 5 

Number of graduates since school was organizt^d. . ?>(!<) 

Number of these who have attended college lir> 




Huntington High School. 



330 EDUCATION IN INDIANA. 

INDIANAPOLIS MANUAL TRAINING HIGH SCHOOL. 

C. E. Emmerich, Principal. 

Orgauized, February, 1S05. Commissioned, 3895. 
Principal: 

Clias. E. Emmerich. 
High school teachers and subjects they teach: 

George A. Abbott, Chemistry. 

Fiske Allen, Mathematics. 

Harvey M. Appleman, Woodworlv. 

William H. Ballard, Woodwork. 

Arthur J. Bean, Woodwork. 

Emma S. Bopp, German. 

Nellie M. Bowser, Latin. 

Frank F. Bronson, Mechanical Drawing-. 

John R. Carr, History. 

Maria Leonard, Mathematics. 

Paul W. Covert, Machine Fitting. 

Margaret Donnan, English. 

Violet A. Demree, English. 

Mary A. Davies, Sewing. 

Margaretta DeBruler, English. 

Cora Emrich, English. 

Willard F. Enteman, Mathematics. 

Beatrice S. Foy, English. 

Anna J. Griffith, Englisli. 

Frank O. Hester, Mathematics. 

Robert Hall, Latin and Greek. 

Elizabeth C. Hench, Englisli. 

Julia C. Hobbs, Latin. 

Leirion H. Johnson, Mechanical Drawing. 

Emma E. Klanke, Mechanical Drawing. 

Josephine M. Loomis, Cooking. 

Mary R. Langsdale, English. 

Anna M. Locke, English. 

Hamilton B. Moore, Englisli. 

Mary ]McEvoy, Stenography. 

Kemper McConib, English. 

Emily JMcCullough, Sowing. 

Frank K. Mueller, Mechanical Di'awing. 

Josephine Brooks, French. 

Itobert Promberger, Fouiidi'y. 

Harriet C. Rhelts, History. 

Il:in-i(-t lO. Robinson, Matlicnialics. 

Laura Kupp, German. 

Otto Stark, Free Drawing. 

Heleiie G. Sturm, German. 

Milo II. Stuart, Botany. 

Bciijainin F. Swart liout, P>oc)kke('i)iiig. 

William .1. Thissele, Bookkeeping. 



EDUCATION IN INDIANA. 331 

Kate A. Thompson, English. 

Chambex's H. UnderAvood, Physics. 

Mabel West, Free Drawing. 

Kate Wentz, Mathematics. 

James Yule, Forging. 

Ida M. Andrus, Mathematics. 

Edith M. Compton, Sewing. 

Wan-en H. Davis, Woodworlc. 

Francis M. Bacon, History. 

Hermann S. Chamberlain, Physics. 
Average yearly salary of high school teachers, without superintendent or 

assistants, $955. 
Training of teachers: 

Charles E. Emmerich, Coblentz and Cologne, Prussia ; A.M., DePauw. 

Geo. A. Abbott, A.B., A.M., DePauw University. 

Fiske Allen, A.B., Indiana University; Indiana State Normal. 

Ida M. Andrus, A.B., Michigan University. 

Harvey M. Appleman. Indiana Normal; Tri-State Normal, one year; 
Purdue, one year. 

Francis M. Bacon, A.B., University of Michigan. 

William H. Ballard. 

Arthur J. Beau, S.B., Worcester Polytechnic Institute, one year; 
graduate work, same school. 

Emma S. Bopp, Indianapolis Normal, one year; Kindergarten Nor- 
mal, one year. 

Nellie M. Bowser, A.B.. A.M., Indiana University. 

Frank F. Bronson, S.B., Purdue. 

Josephine Brooks 

John R. Carr, A.B., Butler; Ph.B., Chicago. 

Edith M. Compton. 

Hermann S. Chamberlain, A.B.. Allegheny College; Case School, one 
year. 

Paul W. Covert, S.B., M.E., Purdue University. 

Margaret Donnan, A.B., Chicago University. 

Violet A. Demree, Oberlin. one and one-half years; Mt. Ilolyoke. 
one and one-half years. 

Mary E. Davies, Stockwell College Institute, two years. 

Warren H. Davis, S.B., Worcester Polj'technic Institute. 

Margaretta DeBruler, A.B., Rockport College Institute; A.M., Indi- 
ana University. 

Cora Emrich, A.B., Butler; Ph.B., Chicago; two years graduate work, 
Chicago. 

Willard F. Enteman, Borden Institute; Indiana University, two and 
one-half years. 

Beatrice S. Foy, Indianapolis Normal, one year. 

Anna J. Griffith, Chicago University, four terms; Indiana University, 
one term. 

Frank O. Hester, A.B., DePauw; graduate work, University of Chi- 
cago. 

Robert Hall, A.B., Butler College; A.M., Harvard, two years. 



t):)2 KmU'ATloX IX IXDIAXA. 

Elizabeth C. Hendi. IMi.B.. ,Miclii.i;;iii I'liivci'siry: ('.-unl iridic. Eug- 
land, oue year; Bryu Mawi\ twd ycai's. 

Julia C. Hobbs, A.B., Chicago rnivcrsity. 

Leiriou H. Johnson, Ph.B., University of N'crniont; <"o()])er Union: 
Pratt Institute. 

Emma E'. Klanlce, Pratt Institute. 

Maria Leonard, Butler, two and one-half yeai's. 

Josephine M. Loomis, Pratt Institute. 

Mary R. Langsdale, A.B., DePauw; Michigan, one year. 

Anna M. Locke, A.B., A.M., Columl>ia Uollege. 

Hamilton B. Moore, Pli.P... Cornell: A.AI.. Indiana T'niversity. 

Mary McEvoy. 

Kemper McConib, A.B., A.M.. Hanovei' ('oliege. 

Emily McCullough, Pratt Institute. 

Frank K. Mueller, S.B., Purdue University. 

Robert Promberger, Pratt Institute: Cincinnati University, one ye.-ir. 

Harriet C. Rhetts, A.B., A.M., Indiana University: Indian.-i .Xornial: 
Harvard, one term. 

Harriet E. Robinson, Ph.B., Hiram College. 

Laura Rupp, A.B., Butler College: Indiana T'niversity and ("Incago. 
one year. 

Otto Stark, Academy of Arts, Paris and Munich. 

Helene G. Sturm. 

Milo H. Stuart, A.B., Indiana University; Chicago, one year. 

Benjamin F. Swartliout, Normal School. Miidiell. Ind. 

William J. Tliissele, Lebanon Normal; r.uclitei College, one hall' year. 

Kate A. Thompson, University of Chicago, one yeai-. 

Chambers H. Underwood, B.S., P.uclitel; one year post-graduate. 

Mabel AVest, Pratt Institute. 

Kate Wentz, B.S., Purdue: M.S.. Corni'li. 

.lames Yule. 

Enrollment in high school, 1,.">7."J in V.nC; in 1;H)4 about l.T-'tH 

Number of girls graduated last year ( r.iii;'.i •"•1 

Numbei' of boys gi'aduated last year ( l!>ii:!i 4S 

Number in this class that went to college, pi'dlialily !"► 

The colleges to which these went, with nnnilier nf I'acli: 

Purdue. 

Indiana. 

Michigan. 

Wellesley. 

DePauw. 

Butler. 

Numbers not known. 

Number of graduates since school w;is oig.ini/.ed <•>" 

Number of these who have attended college 1S.> 

Number of these who have attended college. ai(|>roxiniaitdy 1^5% 



EDUCATION IN INDIANA. 










334 EDUCATION IN INDIANA. 

INDIANAPOLIS SHORTRIDGE HIGH SCHOOL. 

Geo. W. Benton, Superintendent. 

Urgauized, 1853. 

Superintendents, with dates of service: 

A. C. Shortridge 1871-1874 

Geo. P. Brown 1874-1878 

H. S. Tarbell 1878-1884 

L. H. Jones 1884-1894 

David H. Goss 1894-1900 

Calvin N. Kendall 1900-1904 

Principals and assistants: 

Wm. A. Bell 18G4-1865 

Pleasant Bond 1865-1865 

W. I. Squire 1865-18CG 

Wm. A. Bell 1866-1871 

Geo. P. Brown 1872-1874 

Junius B. Roberts 1874-18S1 

Willard W. Grant 1881-1892 

Geo. W. Hufford 1892-1902 

Lawrence 0. Hull 1902-190,3 

Geo. W. Benton liX )3-19U4 

High school teachers and sulijects they teach: 

Chas. S. Thomas, English. 

Angeline P. Carey, English. 

Charity Dye, English. 

Martha Dorsey, English. 

Florence Richards, English. 

Flora Love, English. 

Georgina Montgomery, English. 

Zella O'Hair, English. 

Lucia Ray, English. 

Marian Schibsby, Englisli. 

Janet P. Shaw, English. 

Josephine Brooks, French. 

Eugene Mueller, German. 

Peter Scherer, German. 

Virginia E. Claybaugh, Latin. 

Archer Fei'gnson, Latin. 

Ella G. Marthens. 

Grace Triplett, Latin. 

John E. Higdon, Mathematics. 

James P. Millis, Mathematics. 

Amelia W. Platter, Mathematics. 

Agnes R. Rankin, Mathematics. 

Grace Clifford, Mathematics. 

John C. Trent, Mathematics. 

Ralph Lane, Mathematics 

Walter D. Baker, Physics I. 

Lynn B. McMullen, Physics II. 



EDUCATION IN INDIANA. 



335 



Rosseau McClellan, Botany I-II. 
Frank B. Wade, Chemistiy I. 
Arthur W. Dunn, History. 
Josephine Cox, History. 
Laura Donnan, Civil Government. 
Edgar T. Forsyth, History. 
Junius B. Roberts, History. 
Arthur H. Holmes, Bookkeeping IT. 
Nellie I. Hamlin, Stenography. 
Rhoda E. Selleck, Drawing. 
Martha Feller, Drawing. 
Average yearly snlai'y of high school teachers, including superintendent 
$1,100. 




Shortridge High School, Indianapolis. 



Training -of teachers: 

With very few exceptions college graduates, and many of them with 
graduate work to their credit. 

Enrollment in high school 1.263 

Total enrollment in grades and high school 

Number of girls graduated last year (1903) 100 

Number of boys graduated last year (1903) 35 

Number of this class that went to college 50 

Number of graduates since school was organized 2,000 

Number of these who have attended college GOO 



336 EDUCATION IN INDIANA. 

JASPEll IIKJH SCUUOL. 

Bertram Saiidcis. Suijeriuteudeut. 

Or^Miiizcd, 1S!>1'. ( 'oiiiiiiissioiHMl. ]S'.)~. 
iSuperiiitt'iulciils. with dales of serviei': 

E. F. Sutlieiiaiid 1S!17-1902 

Bertram Sanders l!Kf_'-lJM)4 

Prineipals aud assistants: 

P. T. Clark, priiieipal and assistant ISMT-1900 

Maggie A. Wilson, piMneii)al and assistant i;R)U-l!Xi4 

High school teachers and subji'cts tlie.v teacli: 

Bertram Sanders, Algebra. (Jeonietry. I'liysies i\nd Latin. 

Maggie A. Wilson, History, English .ind I'.ot.iuy. 
Average yearly salary of liigh scIkmjI teachers, including supeiintendent, 
$620 

Enrollment in high school 17 

Total enrollment in grades and Ingli scIkioI ll'o 

Xnml)er of girls graduated last year (I'.MKli None 

Numl)er of boys graduated last y(>ar (lIHiMi i; 

Number in this class that went to college .j 

Number of graduates since school was organized 2o 

Nundter of these who have attended college 14 

JEEFEKSONVILLE IIKHl SCHOOL. 
C. 'SI. ^lai'ble, Superintendent. 

Organizi'd, ISliS. Conunissidned. ISSI. 

Superintendents, wiili dates of sei'vice: 

Mr. Snutli 

K. S. Hopkins -1881 

D. S. Kelley 188M88r) 

K. W. W(mh1s 1SSr.-1889 

1'. r. Stnltz 188I)-18J)7 

D. S. KeDey 1897-1899 

A. C. Goodwin 1899-19t)4 

C. M. Marl)l(> February 1904- 

Principals and assistants: 

F. E. Anderson. C. M. M;n-ble. .Miss 1'. Simpson. K. S. iloi)kins. Mr 

liutler. Miss J. Ingram, .Mi', .\niisl I'ong. 
High school teachers and subjecls tliey teach: 
F. B. Ajidi-ews, princip;il. Mathematics. 
Miss Clara Funk, English. 
Miss Ada W. Frank, Latin. 
Miss Mary K. Voigt. History. 
Mr. Lewis Richards, Science, 
George Nashtoll, German, 
A. A. Voigt, Music. 



EDUCATION IN INDIANA. ;337 

Averago yoarly salary uf high .school tracht-r.s, iueluding suDuriuteudeut 

$859. 
Training of teachers: 

C. M. Marble, superinteuiU'iit. IMi. 15.. from Cliicago University; 
three years N. W. University, Uliio. 

H. E. Andrews, collegiate education, one year at State Normal. 

Clara Funli, two years normal training. 

Ada W. Frank, collegiate education. 

Mary K. Voigt. normal training and did some work in the State 
University. 

George Nashtall, educated in (Jermany. 

A. A. Voit. no special training. 

Lewis Richards, collegiate education. 

Enrollment in high school o] 5 

Total enrollment in grades and high schonl 2 (K)0 

Number of girls graduated last year (1!)0;{) ' ' '"20 

Number of boys graduated last year (l!>():!i "<j 

Nund;)er in this class that went to collcgf- ^ ^ g 

Number of graduates since schoid was organized Xo data 

Number of these who have attended college 50 



22— Education. 



338 EDUCATION IN INDIANA. 



JONESBORO HIGH SCHOOL. 

A. E. Highle}% Superiutenclent. 

Organized, . Commissioned, about 1893. 

Superintendents, with dates of service: 

Friedline Gilclirist -189S 

R. W. Himeliclv . 1898-11)02 

J. H. Adams 1902-190:5 

A. E'. Higliley 1903-1904 

Principals and assistants: 

Dewitt Carter 

A. E. Highley 1901-1903 

High school teachers and M'hnt they teach: 

Delia S. Wintrode, I>atin and German. 

Mrs. C. A. Gregory, English. 

Mr. C. A. Gregory, Science. 

E. O. Maple, History and Arithmetic. 

A. E. Highley. :\Iatliema1ics. 
ANcragc yeai'ly salary (if liigli scliool teaclici's, iiii-ludiiig snpci'iiilciuh'Ut. 

.1^480. 
Ti'aining of teacliors: 

C. A. (iregory, P.. S., Marion Normal. 

Miss Delia S. Wintrode, from DePauw. 

E. O. Maple, P.. S., Marion Normal. 

A. E. Highley, P>. S.. Marion Normal: tlircc yeai-s Slate Normal. 

Enrollniciil in liigli sclutnl .")(» 

Total cni'iillment in gr.-idcs ;ui(l liigli sclmol 430 

Number of girls graduated last year (1903) 4 

Numi)er of boys graduated last year (1903) 2 

Nunibei' in this class that went tO' college None 

Number of graduates since school was organized (K) 

Number of these who have attended college 12 



EDUCATION IN INDIANA. 







I'AO EDUCA'I'lnS LX /XDJASA. 



kp:nti,am» high school. 

('. I.. Stiililis, Supcrintenclcnl. 

Organized. 1870. ("oiiiiiiissioiMMl. iN'.is. 
Siiperintemlonls, witli d.-itcs of :^ci'vi(c: 

E. PI. Drake IsltC-liMK:; 

Minnie B. Ellis l!Mtl-l!)0;] 

F. A. Hiirrinston 1<X«-1904 

C. L. Stubhs 1!M)4- 

ri"inri])als and assistants: 

Minnie I!. P]]lis. .1. ( '. ('oili"i'. 1''. A. i laii-jimloii. (Jcorm' Lai'sun. 
Hi.iili scliool teachers and subjects tlii'.v tea "li: 

('. L. Stu1)l)s. P]ni;lish. Economy. Civics and I.alin. 

George Larson. Science. Mallieinalics and History. 

Maude INIyers. assistant in Latin and .M.^chra. 
Average yearly salary of" lii^li scliool leacin-rs. inciudiiiL;- sniierinlcndeut, 

$702. 
Training of" teacliers: 

C. L. Stnl)l)s. K. L.. gradnate of Earlliani. 

(ieorge Larson, gradnate Nornnil. Illinois. 

Maude Myers, graduate Kcnlland Iligli Scliool. 

Anna I'.. 'l'lionii)son. graduati' of rurdue. sitecial teaclier in drawing, 

pjurolhiK-nt in lugii scliool ;!:> 

Tf)tal enrollment in gi-a<Ies and liigli school l.StI 

.\undiei' of girls graduated last yeai- ( l'.lii:;i 7 

Xtnnber of boys graduated last year (l!iii:;i L' 

Xundjer in this class that went to college 1 

Xund)er of gi'adnates since sclioo] was orgaid/.ed li;S 

Number of these who have attended ('(dlege oU 



EDT'CATTON 7K IXDTANA 



:UA 




Kentland High School. 



342 EDUCATION IN INDIANA. 

' KIRKLIN HIGH SCHOOL. 

F. B. Long, Superintendent. 

Organized, 1890. Commissioned, 1900. 

Superintendents, witli dates of service: 

S. P. Kj^ger 1800-1892 

A. L. Hiatt 1892-1890 

J. W. Lyety 189G-1JHK) 

F. B. Long 1900-1904 

Principals: 

Kate M. Smiley, Esther Fay Shover. ?klal)el Wliitenack. 

High school teachers and subjects they teach: 

F. B. Long, Latin, Mathematics and Physics. 
Mabel Whitenack, English, History and Botany. 

Average yearly salary of high school teachers, including superintendent. 
$025. 

Training of teachers: 

Kate Smiley, primary, 2 years at Franklin College, 8 years teacher. 

A. L. Hiatt, 1 year West Point. 
M. D. Boulden, Angola. 

Enrollment in high school :>,7 

Total enrollment in grades and high school 11)2 

Number of girls graduated last year (190:0 1 

Number of lioys graduated last year (190:!) ;{ 

Number In this class that went to college ;*, 

Number of graduates since school was comnHssione<l 11 

Number of these who have attended college (j 

KNI(4HTSTOWN HIGH SCHOOL. 
W. I). Kerlin, Superintendent. 

Organized, . Comuiissioned, . 

Superintendents, witn dates of service: 

Chai-les E. Hewitt -1893 

I). .\. Ellabargcr 189:^-1895 

\V. I'.. Van (Jorder 1895-1899 

H. II. Cooper 1899-1900 

^\'. 1). Kerlin 19110-llMtl 

I'l'iiiciiials .-ind assisi.-uiis: 

B. F. Franklin 1900-1901 

Dora Free 19I)1-1!M)4 

High scliool te.-icliers .-ind snbji'els Ihiy te;irh: 

Loia Free, English. 

W. S. Peters, Latin and llistoiy. 

P. H. AVolf.-ird, Mathematics and Science. 
.\verage yeai'ly s;ilary of liigli scliool teachers, including snpei'inlcndent. 
.*fT87. 



EDUCATION IN INDIANA. 



34:1 



Trainiug of teachers: 

W. D. Kerliii, Indiana State Normal and Chicago University. 

Dora Free, Indiana State Normal, Indiana University and Chicago 
University. 

W. S. Peters, DePaiiw; Chicago University. 

P. H. Wolfard, Taylor University. 

Enrollment in high school 117 

Total enrollment in grades and high school 450 

Number of girls graduated last year (1903) 11 

Number of boys graduated last year (1903) 4 

Number in this class that went to college 9 

Number of graduates since school was organized No data 

Number of these who have attended college No data 




Knox High School. 



844 KDVCATTOX IX JXDJAXA. 



KNOX HIGH SCHOOL. 

C W. Bigner. Supfi-intendcnt. 

()i-gaiiizH(l. 1S!I4. Coinmlssionefl. I'.iiil. 
Superinti'iKlciits, with dates of service: 

A. J. Wliiteleatlier lS!)4-lSr)7 

A. II. Sherei- 1897-1898 

.7. Walter Dunn 1898-1903 

('. W. E'gnew 3U<»:3-1904 

I'riiicipals ami assistants: 

AimalK'Ue Sheier 1897-1898 

J. H. liriekles 1898-1899 

Sophie H. Luzackler 1899-1902 

Harriet M. Silliman 19n3-irKJ4 

High school teachers and subjects they teach: 

Sophie H. JjUzadder, P^nglish. History. Latin. IMiysical (Jeography. 
Harriet M. Silliman. English. History, Latin. Physical (Jeography. 
lOhiier (iordoii. AIgelir:i. Physical Geography. English and Latin, 
lirst year. 
Avei'age yearly salary of iiigli scliool teachers, including supei'intendeiit, 

$(J<X) 
Training of teachers: 

<". W . Egner. superintendent. nndergradu:ite. senior standing. Indi- 
ana Lniversity. 
ilairiet M. Silliman. gradn.-ite Oliei'lln I'nivei-sity. 
lOlmer (Jordon. P. S., Kocliester Normal T'liiversily. 

Eni'olhneid in higli scliool ~u 

Total enrollment in grades .ind Ingli -^ciiool 41.1 

Number of gii'ls gi-aduated l;ist yeai' (19ii:!i 

Number of boys graduated last year (1!iii:'.i 1 

Number in this class that went to college 1 

Number of graduates sin(c the school was oi'ganized 21 

Nund)er of these wlio have attended collegt' 9 



EDI 



CAT TON IN INDIANA. 



345 




346 EDUCATION IN INDIANA. 



KOKOMO HIGH SCHOOL. 

E. A. Ogg, Superintendent. 

Organized, 1S72. Commissioned, 18S6. 
Superintendents, Avitli dates of service: 

Sheridan Cox 1872-1893 

Horace G. Wood 1893-1898 

Robert A. Ogg 1898-1904 

Principals and assistants: 

A. J. Youngblood, iNfrs. Bessie G. Cox. C. M. Ilnrrisou. W. H. Mc- 
Clain, H. G. Wood. R P.. Bryan, J. Z. A. :M<(";iugli.ni. 
Higli school teachei-s and xulOects they teach: 

India L. Martz, Latin. 

Anna B. Collins, Englisli. 

Anna B. Ward, Mathematics. 

Ethel Pyke, English. 

Howard Armstrong, P'nglisji. 

L. L. Beeman, History. 

Katharine Hughes, (ii'minn. 

G. E. Mitchell, Science. 

P. L. Foucht, History. 

L. G. Goetz, Physics. 
Average yearly salary of liigli scIkkiI trncliiM's, iiiciudiiig suixM-iiitcudent. 

$744. 
Training of teachers: 

R. A. Ogg, A. ;M.. Indiana University, foni- years. 

J. Z. A. ]McCaughan. A. B.. Indiana University. AV.2 years. 

India L. Martz. A. B., Butler College, tlu'ee years. 

Anna B. Collins, A. Ji., Indiana University, two years. 

Anna B. AVard. Indiana University, 2V-2 years. 

Etlul V\\ii\ A. P... Oliio Wesleyan. tln-ee years. 

Howard Ai'instiong. liutler College, 3lo. years. 

1.1. L. Beeman. A. P.., Indiana University, four years. 

Katherine Huglies, A. B., Hanover College, four years. 

George E. Mitcliell, A. B., Indiana TTniversity. four years. 

P. L, Foucht, A. B., Chicago University, fdui' years. 

L. GV Goetz, Wabash College, IV2 yea is. 

Em'ollment in high scliool 324 

Total enrollment in grades and lugli school 2. .507 

Number of girls graduated last year (1903) 13 

Number of boys graduated last year (1903) 5 

Number in this class that Avent to college None 

Numlier of graduates since school was organized 477 

Nundjor of these who have attended college Not Ivuown 



EDUCATION IN INDIANA. 



347 




KoKOMO High School. 




Ladoga High School. 



348 EDUCATION IN INDIANA. 

la1)()(;a iii<;ii school. 

J. F. W.-irfrl. SuixTintemleiit. 

Organized, 1892. ConimissioiuHl. 1898. 
Superintendents, with dntes of service: 

J. F. Warf el 1885-190.*', 

Principals and assistants: 

Mrs. E. G. Wilson, pi-iueiit.-il. 

J. H. Ewl)ank, assistant. 
High school teachers and sul^iects they teach: 

J. F. Warf el. Latin and Science. 

Mrs. K. (;. Wilson. History and Eiij;lish. 

J. H. ICwIiaiik. Mathematics. 

Miss Elsie Marshall. Music. 
Average yearly salary of high school teachers, including superintendent. 

Training of tea<'hers: 

J. F. W.-irfcl. A. r... Centnil Indiaii.-i .Xoi'inal: teaclicr's. scieiititic and 
(lassical coursi'. 

Mrs. E. (}. Wilson, A. ]'>.. National .Xornial: scicntilic and classical 
course. 

J. H. EAvhanlv-. graduate Indiana Stati' .Xornial. 

Pv'nrollnient in higii school Si' 

Total eni'ollnient in grades anil liigli sclmol •_'<IS 

Xundier of girls graduated last year (IDii;!) 7 

X'nndjer of hoys graduated last yeai' (l!lii:!i ."> 

Number in this class that went to college 7 

Number of graduates since school was oiganizel l(;.s 

Nundier of these wlio have attended college ;_!S 

LAFAYETTE 11 Kill SCHOOL. 
K. F. Hight, SuperintendiMit. 

Organized. 1S(i4. CdUimissioned. . 

Superintendents, with dates of service: 

Benjandn Naylor is.'il-is.'iri 

A. J. Vawter 1S.V>-1S(i:! 

J. W. Moliere 18(;:M8(;7 

J. T. .M(-rrill 1S(;7-189I1 

Edward .Vyres isnil-l'.tn:.' 

Russell K. Bedgond 1!HI2-I!inl 

R. F. Hight I'.Mil- 

I'riiK ijials and assistants: 
K. F. Hight. 
.Fulius P.. ,Mc\cr. elected f<ir I'.Hi I I'.Mi.".. 



EDUCATION IN INDIANA. 349 

Ilitili scluKil tcMclicrs nml sulijccis llicy Iciicli: 

Alice K. I'.rowii. I.atiii. 

Helen Ilnnd. Latin and German. 

Selnia Mayerstein. (Jt'rnian. 

Helen U. P.lackburn. Hn:;lisli. 

Marie Stnart, Enjilisli. 

Julius B. Meyer. Mathematics. 

Hugh H. Barcus, Mathematics. 

Ernest Roller. Physics and Chemistry. 

R. F. Hight, Biology. 

Lydia C Marks. History. 

J. H. Bachtenkircher. Bookkeeping. 

Rena Rice, Music. 

Zoelali Burroughs, Drawing. 
Average yearl.^ salary of high school teachei's. including superintendent. 

$1,012.50. 
Training- of teachers: 

Russell K. Bedgood. Del'auw I'nivei'sity. 

R. F. Hight. Indiana I'niversity. 

Alice E. BroAvn. 

J. H. Bachtenkircln r. 

Mrs. Helen R. I'dackburu. 

Helen Hand. 

Selma Mayerstein. 

Julius B. ]Meyer, Purdue University. 

Marie Stuart. Smith College. 

Lydia C. ^Nlarlvs. I'ai'due University. 

Hugh Barcus. Purdue University. 

Ernest Roller. DePauw T^ni versify. 

Enrollment in high school :!41 

Total enrollment in grades and high school :'>.893 

XunUier of girls graduated last year (l!ll):',) 22 

Xundier of boys graduated last year (1'.Mi:*.i S 

Number in this class that went to college 13 

LACRAXtJE men SCI I ()()!. . 

W. IT. P.r.-indentiurg. Snpei-intendent. 

Organized. 1S74. Commissioned. ISS;;. 
Suiierintendents. willi dates of service: 

A. I). Mohler 1874-188:'. 

B. J. Bogue 1883-1887 

A. J. Johnson 1887-1890 

F. N. Dewey 1890-1802 

Mr. :McCartney 1892-1893 

C. M. Leib 1893-189.'. 

C. H. Taylor 1895-1897 

F. M. Meriea 1897-1900 

V. W. B. Hedgepelli 1900-1901 

W. H. Brandenburg 1901-1904 



350 EDUCATION IN INDIANA. 

Priucipal: 

Miss Etta H. De Lay. 
High scliool teachers and suhjects tliej^ teach: 

Etta H. De Lay, Malhomatics. 

Emma Welch, Latin. 

G. W. Reed, Science and History. 

Edith L. Fox, English and German. 
Average yearlj- salary of high school teachers, inclnding superintendent, 

$700. 
Training of teachers: 

Etta De Lay, Avork in Mathematics at Indiana University. 

G. W. Reed, special work in Botany and Physics at Indiana Uni- 
versity. 

Miss Welch, special work in Latin. University of Chicago. 

Enrollment in high school 14(5 

Enrollment in grades and higli scliool 418 

Nnmber of girls graduated last year (l!Ki;'.) 10 

Numl)er of boys graduated last year (1903) 1!) 

Xiunber in this class that went to college 

Xnmljer of graduates since school was orgnni/.i'd :>40 

NunU)er of these who have attended college 108 

LAPEL HIGH SCHOOL. 

W. W. Mershon, Snpci-intcndent. 

Organized, 1894. Commissioned, 190.3. 
Superintendents, Avilli d.-ilcs of service: 

Absalom Knighl 1894-1897 

J. AY. Teter 1897-1899 

Clarence Basset 1899-1900 

Edwin L. Holton 1900-190.3 

W. W. Mershon 19i):!-1904 

Principals and assistants: 

K. A. Hoover 1898-1904 

II. G. Baird 190.3-1904 

High school teachei's and sul).j('cts thry ic;icli: 
W. AV. Mershon, History and Scii'ucc. 
R. A. Lloover, Latin .Mnd .Matlicniati'S. 
H. G. Baird, English. 
Average yearly salary of high school teachers, including superintendent. 

$572. 
Training of teachers: 

AV. AA'. Mershon, A. M., Indiana University. suiuM'intcudcnt. 
R. A. Hoover, student of Indiana Univei'sity. 
H. G. Baird. 

Enrollment in high school 60 

Enrollment in grades and high scliool 325 

Number of girls graduated last year (190:!) 3 

Number of lioys graduated last year (190:!) 2 

Number in this class that Avent to college 2 



EDUCATION IN INDIANA. 



351 




i^»?S^ 



Lapel High School. 



LAPOKTE HIGH SCHOOL. 

Julii) A. Wood, Superiiitoiideiit. 

Organized, 3SG5. Commissioned, l'.)(l2. 

Superintendents, Avitli dates of service: 

T. L. Adams 18G5-1SG7 

C. F. Kimball 18G7-1S69 

C. B. Otis, A. B 1SG9-1S71 

J. E. Hinman, A. K 1ST1-1ST3 

L. B. Swift, Ph. M 1873-1879 

Frederic L, Bliss, A. B 1879-1880 

John J. Abel, 1880-1882 

Horace Phillips, A. M 1882-1883 

W. N. Hailmann, Ph. D .1883-1894 

W. H. Elson, Acting Superintendent 1892-1893 

James F. Knight 1894-1896 

Osman C. Seelye, Ph. B 1896-1898 

John A. Wood, A. M 1898-1904 



352 EDUCATION IX INDIANA. 

I'riuoipiils and assistants: 

C. F. Kimball ISCm-ISC!) 

Coleman Bancroft, H. S lS(>lt-l,S7] 

B. F. French, A. B 1871-1872 

L. B. Swift, Ph. B 1872-187;'. 

James Riddle Goff. I'll. .M 1878-187S 

F. L. Bliss, B. A 1878-187!) 

John J. Abel 187!)-188(i 

Edward M. Brown 188(i-lS,S2 

George Hemple. A. B 1,SS2-1SS4 

Edward M. Brown 18S4-1SS(; 

Frederick C. Kicks ISNli-lSSS 

Nathan D. Corbin 1888-188!) 

Arthur G. Hall. B. S 1889-1801 

Jas. F. Knight 18!^)1-1898 

H. J. I.eggett .• 189:M897 

John A. Wood, A. B 18!)7-18!)8 

I. N. Warren, A. B 18!)8-1I)()2 

Frederic L. Sims, B. S 1!K)2-1!)04 

High school teachers and subjects they icnh: 
F. L. Sims, B. S., Mathematics. 
Katherine A. Crane, B. L., IJteraturc. 

C. O. Nelson, A. M.. Latin. 
George W. Gannon, B. I'd.. Science. 
F. H. Simons, M. E., Art. 

J. L. Criswell, A. B., History. 

Nelle Wright, A. B., German and English Composition. 

Helen Poole. Music. 

H. C. Noe, A. M., Commercial I »cpartiiii'nt. 
Average yearly salary of higli school Icaclcrs. including sniicrintcndcnt. 

$9(X).30. 
Training of teachers: 

John A. Wood. A. B., A. M.. Indiana Cnivcrsity. graduate St.-itc 
Normal. 

F. L. Sims, princijial. P.. .. DcP;m\v and Cliicago Universities. 

F. H. Simons. .\1. !■:., P.cilin. 

Geo. W. (Janiion. 1'.. I'd.. Viisilanti, Midi. 

Katherine A. Ci-anc. B. L.. rnivcrsity of Michigan. 

C. O. Nelson. A. M.. Jcwctt College, l.ibeity. Mo. 

H. C. Noe, A. M., Hillsdale. Midi. 

Nelle Wright. A. 1'... Oliio State rniversity. 

.T. I... Criswell. A. I'... Ohio Wesleyan Inivcrsity. 

Helen Poole, gradu.ate .Xational Si'liooi of .Music. 

Enrollment in high school 24:'. 

Total enrollment in grades and liigli sdiool 1,:'.21 

Number of girls graduated last ye.ir ( I!mi:;( 2:! 

Number of boys graduated last year i llt(»:;i Id 

Number in this class that went to college 10 

Number of graduates since school was organized 48ri 

Number of these who have atti'iided colleg(> 172 



EDUCATION IN INDIANA. 




28— Education. 



354 EDUCATION IN INDIANA. 



LAWRENCEBURG HIGH SCHOOL. 

T. H. Meek, Superinteudent. 

Organized, 1879. Commissioned in the seventies. 
Superintendents, with dates of service: 

J. M. Olcott 1858-18G1 

Professor Hatch 1861-1863 

George Taylor 1863-1865 

Josiah Hurty 1865-1868 

John ClarlvC Ridpath 1868-1869 

J. G. Houselveeper 1869-1870 

^. H. Butler 1870-1874 

John R. Trisler 1874-1885 

T. V. Dodd 1885-1887 

W. H. Rucker 1887-1895 

G. D. Knopp 1895-1896 

R. El. Call 1896-1898 

T. H. Meek 1898-1904 

Principals and assistants: 

George C. Cole, principal high school. 
Edward W. Koch, 
Clayton J. Slater. 
Else W. Schrader. 
High school teachers and subjects they teach: 
Edward W. Koch, Science. 
Clayton J. Slater, English. 
Elsie W. Schrader, German and History. 
Average yearly salary of high school teachers, including superintendent, 

$688. 
Training of teachers: 

T. H. Meek, A.B., University of Indiana. 

Geo. C. Cole, A.B., Indiana State Normal. 

Edward W. Koch, undergraduate University of Indiana. 

Clayton J. Slater, undergraduate University of Indiana. 

Elsie W. Schrader, German and History. 

Enrollment in high school 85 

Total enrollment in grades and high school 700 

Number of girls graduated last year (1903) 14 

Number of boys graduated last year (1903) 4 

Number in this class that went to college 4 

Number of graduates since school was organized 209 

Number of these who have attended college 45 



EDUCATION IN INDIANA. 



355 




LawrenceburgJIHigh School. 



356 EDUCATION IN INDIANA. 



I.EBANON HIGH SCHOOL. 
C. A. Peterson, Superintendent. 

Organized, 1870. 

Superintendents, with dates of servli-e: 

J. R. Owen 1870 

A. O. Renbelt 1874 

J. F. Scull 1876 

O. C. Charlton 1880 

T. H. Dunn 1881 

D. D. Blakeman 1883 

R. H. Harney 1883-1887 

Joseph Wiley 1887-1889 

D. K. Goss 1889-1891 

T. H. Dunn 1891-1892 

U. J. Griffith 1892-1894 

J. R. Hart 1894-1901 

C. A. Peterson 1901-1904 

Principals and assistants: 

Miss Mattie Matthews, central ItuildiuK- 

Mrs. R. H. Hiirney, north building. 

Mrs. Hattie K. Stokes, south building". 
High school teachei's and sul).;ects they teach: 

E. G. Walker, i)rincii)al. Latin. 
G. A. Wilcox, Science. 
Hattie Cochran. English. 
Jennie Pugh. llistiny. 
Kenneth Foster. MMihcinaiics. 

Average yearly saljiry df high s<lio:)l IcmcIhts. Including suiKTiiilfiidcnt. 

if 666. no. 
Training of teachers: 

C. A. Petei'son, sn])erinleii(l<'iil, A.I'... Indi.-ma Univei-sily. 

E. G. AValker. principal. .\.I'... Indiana Lidversity. 

G. A. AVilcox. A.r... ('(irncll Fniversity. 

Hattie Cochran, Indi.ana Fniversity. 

Jennie Pugh, Lidiana TTniveisity. 

Kenneth Foster. Fi':inl<liii C<illeg(>. 

Enrollment in high sclinol l-"' 

Total enrollment in grades and high sclmol l.isi' 

Xuml)er of girls graduated last ye.-ir (19ii:!i II 

Number of boys graduated last year (l!Nt3l 1- 

Number in this class that went to college 3 

Number of graduates since school was org.niizcd 220 

Number of these who have atlended college 05 



EDUOATTON IN INDIANA. 




358 EDUCATION IN INDIANA. 

LIBERTY HIGH SCHOOL. 

John W. Short, Superintendent. 

Organized, 1873. Commissioned, 1887. 
Superintendents. Avitli dates of service: 

R. W. Wood -1880 

John W. Short 1880- 

Principals and assistants: 

P. B. Nye, principal. 

A. A. Graham, assistant. 

Edward Gardner, assistant. 
High school teachers and subjects they teach: 

John W. Short, Botany, English Literature and Classics, American 
History, Civics. 

P. B. Nye, Geometry, Algebra, Physics. Rhetoric. 

A. A. Graham, Greelj, Roman and Englisli History, Physical Geog- 
raphy and Latin. 

Edward Gardner, Advanced Grammar. American Literature, Chem- 
istry. 
Average yearly salary of high school teachers, including superintendent, 

$770.25. 
Training of teachers: 

John W. Short, A.M., Miami University, Oxford, O., four years. 

P. B. Nye, graduation diploma, B.B., State Normal, Millersville, Pa. 

A. A. Graham, National Normal, Lebanon, O.; Normal at Danville; 
Earlham College, Richmond, Ind. 

Edward Gardner, A.B., Earlham College, Richmond, Ind. 

Enrollment in high school 67 

Total enrollment in grades and high school 296 

Number of girls graduated last year (1003) 6 

Number of boys graduated last year (1903) 4 

Number in this class that went to college 1 

Numlier of graduates since school was organized 259 

Number of these who have attended college 53 

LIGONIER HIGH SCHOOL. 

W. C. Palmer, Superintendent. 

Organized, 1876. Commissioned. 1901. 
Superintendents, with dates of servic(>: 

D. D. Luke 1S75-1SS7 

Ambrose Blunt 1887-1889 

Charles Dolan 1890-1891 

W. C. Palmer 1891-1904 

Principals and assistants: 

Thos. Jackson, pi-incii)al; Carrie Morritl, assistant. 

W. A. Beanc. principal: Cai-rie Merritt. Martha Fritschcll, Helen 
Adair, assistants. 

Minnie Flinn, principal: Dnrotliy I'opity. assisl.aiit. 

Dorothy Poppy, principal: \\'. .\. Iloguc. assistant. 

W. A. Hogue, principal: H. V. <'ralg. assistant. 

W. A. Beane, principal; Clara E. Seamens, assistant. 



EDUCATION IN INDIANA. ;'.51j 

High school teachers and subjects they teach: 

W. A. Beane, Mathematics and Science. 

Clara B. Seamens, Latin and English. 

W. C. Palmer, Civics and History. 
Average yearly salary of high school teachers, including superintendeut, 

$590. 
Training of teachers: 

W. A. Beane, A.B., Indiana University. 

Clara E. Seamens, A.B., Northwestern University. 

Enrollment in high school 54 

Total enrollment in grades and high school 4li5 

Number of girls graduated last year (1903) 13 

Number of boys graduated last year (1903) 9 

Number in this class that went to college 3 

Number of graduates since school was organized o 

Number of these who have attended college 30 

LIMA HIGH SCHOOL. 

A. W. Nolan, Superintendent. 

Organized, 1875. Commissioned, 1890. 
Superintendents, with dates of service: 

Prof. G. Myers 188G 

Prof. Lieb 188G-1894 

H. S. Gilhams 1894-1898 

S. K. Ganiard 1898-1903 

A. W. Nolan 1903-1904 

Principals and assistants: 

V. G. Myers. 

W. G. Sweitzer. 

Grace Hoff. 
High school teachers and subjects they teach: 

A. W. Nolan. Science and English. 

V. G. Myers, Latin and History. 

W. G. Sweitzer, Mathematics and Physical Geography. 

Grace Hoff, Music and English. 
Average yearly salary of high school teachers, including superintendent, 

$800. 
Training of teachers: 

A. W. Nolan, Indiana University, four years; ten years' experience 
teaching. 

V. G. Meyers, A.B., Hillsdale College. 

W. G. Sweitzer, Michigan State Normal, two years. 

Grace Hoff, graduate Chicago Music School. 

Enrollment in high school 45 

Total enrollment in grades and high scho il 150 

Number of girls graduated last year (1903 1 3 

Number of boys graduated last year (19031 8 

Number in this class that went to college 4 

Number of graduates since school was organized 150 

Number of these who have attended college 40 



360 EDUCATION IN INDIANA. 

LINTON HIGH SCHOOL. 

Oscar Dye, Superintendent. 

OryanizL'd, lUUO. Commissioned, 1901. 
Superintendents, with dates of service: 

Oscar Dye, since organization and commission. 
Principals and assistants: 

Laura M. Moore, principal since organization and commission. 

Mary Harrah, assistant, 1901-1903. 

Blanch Hannah, assistant, 1903. 
High school teachers and subjects they teach: 

Oscar Dye, Physics and General History. 

Laura M. Moore, Mathematics and Latin. 

Blanch Hannah, English and Science. 
Average yearly salary of higli school teachci's. iiichidiiig suiiorintendent, 

$700. 
Training of teachers: 

Oscar Dye, graduate Indiana State Normal. 

Laura M. Moore, graduate Indiana Univcrsily. 

Blanch Hannah, graduate Indiana State Xoiinal. 

Enrollment in high school <)1 

Total enrollment in grades and high school 1 .3()3 

Number of girls graduated last year (190.3) 3 

Number of boys graduated last year (1903) 2 

Number in this class that went to college 3 

Number of graduates since school was organized 19 

Number of these who have attended college 9 

LOGANSPORT HIGH SCHOOL. 
A. H. Douglass, Superintendent. 

Organized. ISC.T. Commissioned. . 

Superintendents, with dates of service: 

Sheridan Cox 1807-1872 

Mr. Shephard 1872-1873 

J. K. Waltz 1873-1880 

J. C. Black 1880-1889 

Anna V. Lallose 1889-1891 

A. II. Douglass 1891-1904 

Principals and assistants: 

J. A. Hill, principal. 
High school teachers and su1».ieets Ihey teach: 
F. M. Spralcer. Latin. 
Uba S. Hattery, Latin. 
Elizabeth McConnell, Mai lienia lies. 
Mary D. Torr, Mathematics. 
J. P. Hochhalter, Biology. 

B. E. Curry, Physics and cheiiiislry. 
Abigail .1. Davios. Englisli. 

Mary A. I'utnam, English. 
F. M. Starr, German. 
J. A. Hill, History. 



EDUCATION IN INDIANA 



361 



Average yearly salary of high school teachers, including superintendent, 

$851.36. 
Training of teachers: 

J. A. Hill, principal, A.B., Franklin College. 

F. M. Spraker, A.M., Indiana University. 

J. P. Hochhalter, B.S., Indiana University. 

B. B. Curry, Indiana University, four years. 

Elizabeth McConnell, Chicago University, two years. 

Mary D. Torr, A.B., Smith College. 

Abigail ,T. Da vies, A.M.. Lake Forest College. 

Mary A. Putnam, Chicago University, one year. 

F. M. Starr, A.B., DePauw University. 

TTba S. flattery. A.B.. DePauw University. 




LoGANSPOKT High School. 

Enrollment in high school 3.^-^ 

Total enrollment in grades and high school .....' .2.891 

Number of girls graduated last year (1903) ...."••>-) 

Number of boys graduated last year (1903) ^ jo 

Number in this class that went to college! .....^. '...'. . 8 

Number of graduates since school was organized .120 

Number of these who have attended college ' m 



362 EDUCATION IN INDIANA. 

LOWELL HIGH SCHOOL. 

H. B. Dickey, Superintendent. 

Organized, 1S90. Commissioned, 3898. 
Superintendents, -\vitli dates of service: 

G. A. Hawkins 1891-1893 

W. H. Higli 1893-1894 

Frank F. Heigliway 1894-1896 

Wm. M. Sheets 1896-1903 

Homer B. Dickey 1903-1904 

Principals and assistants: 

Wm. H. Morey 1903-1904 

Persis E. Pryse 1903-1904 

High school teachers and subjects they teach: 
Persis E. Pryse, Latin, Algebra, Physics. 
Wm. H. Morey, History, English. 
H. B. Dickey, Botany, Latin, Geometry. 
Average yearly salary of high school teachers, including superintendent, 

$723. 
Training of teachers: 

H. B. Dickey, superintendent, graduate from Indiana State Normal; 
undergraduate in Indiana University, one term; undergraduate in 
University of Chicago, one term. 
Wm. H. Morey, undergraduate in Valparaiso (Ind.) Normal, three 
and one-half years; undergraduate Indiana State Normal, one 
term. 
Persis E. Pryse, graduate from Belle vue College, University of 
Omaha. 

Enrollment in high school 90 

Total enrollment in grades and high school 347 

Number of girls graduated last year (1903) 9 

Number of boys graduated last year (1903) 5 

Number in this class that went to college 2 

Number of gi'aduates since school was organized 96 

Number of these who have attended college 35 

LYNN HIGH SCHOOL. 

Ossian S. Myers, Superintendent. 

Organized, 1S92. Commissioned, 1902. 
Superintendents, with dates of service: 

F. E. Addleman 1892-1900 

Ossian S. Myers 1900-1904 

Principal: 

ISIrs. Editli Winslow. 
Iligli school teachers and subjects they teach: 

Ossian S. Myers, Latin and Mathematics. 

Mrs. Edith Winslow. English, History, Science. 
Average yearly salary of high school teachers, including superintendent, 
$725. 



EDUCATION IN INDIANA. 



363 



Training of teachers: 

Ossian S. jNIyers, A.B., from Baldwin University, Berea, O.; A.M., 
from Wooster University, Wooster, O. 

Mrs. Edith Winslow, B.L., from Earlham College. 

Enrollment in high school 49 

Total enrollment in grades and high school 310 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (1903) 2 

Number in this class that went to college 2 

Number of graduates since school was organized IG 

Number of these who have attended college G 




^Vi^UioOiN illGH SCHOOL. 



364 EDUCATION IN INDIANA. 



MADISON HIGH SCHOOL. 
C M. McDanic'l, Snperintendeut. 

Organized, 1852. Commissioued, . 

Superiuteudeuts, witli dates of sersice (record incomplete): 
Charles Barnes. 
T. B. Dodd. 

John Martin 18S2-18i)0 

F. M. Churchill 18!>U-1S92 

D. M. Geetiug- 1892-1895 

T. A. Mott 1895-189G 

C. M. McDaniel 1896-1904 

Principals and assistants (record incomplete i: 

Dr. W. A. Graham, W. M. Craig, Miss Driggs. Mary D. Reed, Mr. 
Payne, J. A. Carnagey, Geo. Hubbard, C. M. McDaniel, Geo. 
Taylor, M. J. Bowman, Jr., A. O. Neal. 

High school teachers and subjects they teach: 

A. O. Neal, principal, Latin. 
S. Belle inlands, Science. 
Harriet MacKenzie, German. 
Lucina Borton, English. 
Bertha Wrigley, Mathematics. 

B. W. Billings, History. 

L. G. Millisor, Commercial. 
Average yearly salary of high school teachers, including superintendent, 

$721.GG. 
Training of teachers: 

A. O. Neal, Franklin College; also student at Chicago University. 
Harriett MacKenzie, Normal School, Ypsilanti, Mich.; also student at 

Chicago University. 

S. Belle Hilands, Hanover College; also student of Chicago Univer- 
sity. 

Lucina Borton, University of Illinois and of the Department of Ora- 
tory of Northwestern. 

B. W. Billings, DePauw University. 

L. G. Millisor. Rochester Normal School. 

Josephine Schumann, Cincinnati College of Music. 

Enrollment in high school 194 

Total enrollment in grades and high school 1,387 

Number of girls graduated last year (190.3) 8 

Number of boys gi-aduated last year (190:'.) 2 

Number in this class that went to college 2 

Number of graduates since school was organized 429 

Number of these who have attended college 70 



EDUCATION IN INDIANA. 365 

MARION HIGH SCHOOL. 
Benjamin F. Moore, Superintendent. 

Organized, 1805. Commissioned, 1883. 

Superintendents, witli dates of service: 
A. H. Harritt. 
William Russell. 
W. C. McCord. 
Mr. Wood. 

I. W. Legg 1S79 

Irving Baruhart 1879-1881 

A. H. Hastings 1881-1883 

Hamilton S. McCrae 1883-1887 

John K. Waltz 1887-1890 

WelfoBd D. Weaver 1890-1899 

Benjamin F. Moore 1899-1904 

Principals and assistants: 
T. D. Thorp. 
Mrs. Wm. Russell. 
Miss Frone A. Case. 
Miss Nannie Mooney. 

Will Mclntire 1876-1877 

George A. Osborn 1877-1879 

Frank R. Osborn 1879-1881 

Phariba White 1881-1883 

Mrs. Emma Mont IMcRai' 1883-1887 

Alva Graves 1887-1889 

Mrs. E. C. Gear 1889-1890 

Addison W. Moore 1890-1892 

Russell K. Bedgood 1892-1894 

W. J. Williams 1894 

Francis M. Ingler 1894-1896 

Virgil R. McKnight 1896-1902 

J. T. Giles 1902-1904 

High school teachers and sul).(H-ts they tcacli: 
J. T. Giles, principal. 
Alva Graves, Mathematics. 
F. K. Mowrer, Biology. 
Frances Benedict. English. 
George C. Bush. Chemistry and Physics. 
Georgetta Bov\-man, History. 
Mary K. Birch, Latin and German. 
Mildred H. Keith, Latin. 
Kate M. Meek, Mathematics. 
Catherine M. Callaway, English. 
J. E. McMullen, English. 
.Tillie Billiods, German. 
Minnie May Hodges, Music. 
J. L. Massena, Drawing. 
May SerA'iss, substitute teacher. 



366 EDUCATION IN INDIANA. 

Average yearly salary of high school teachers, including superintendent, 

$953. 
Training of teachers: 

J. T. Giles, principal, graduate Indiana University, 1894; two years 
post graduate worls: in Indiana University and Leland Stan- 
ford Jr. 
Alva Graves, Mathematics, high school, Earlham College. 
F. K. Mowrer, Biology, graduate high school; graduate Union Chris- 
tian College, 1890; undergraduate Indiana State Normal. 
Frances Benedict, English, graduate Indiana State Normal; under- 

gi-aduate Spiceland Academy. 
George C. Bush, Chemistry and Physics, graduate high school; grad- 
uate Indiana University; two years post graduate work in Indiana 
University. 
Georgetta Bowman, History, graduate high school; graduate Indiana 
University; post graduate work Indiana University; post grad- 
uate work Harvard University. 
Mary K. Birch, Latin and German, graduate high school; graduate 
DePauw University; one year post graduate work DePauw Uni- 
versity. 
Mildred H. Keith, Latin, gi-aduate high school; graduate University 
of Michigan, A.B. and A.M. degrees; post graduate work in Chi- 
cago University. 
Kate M. Meek, Mathematics, graduate high school: graduate Indiana 
University; post graduate work in Indiana University and Iowa 
State University. 
Catherine M. Callaway, English, graduate high school; graduate In- 
diana State Normal School; three years post graduate work at 
Chicago University. 
J. E. McMullen, English, graduate DePauw University; graduate De- 
Pauw University Normal School; one year post graduate work in 
Syracuse University. 
Tillie Billiods, German, graduate Indiana State Normal School: 
graduate Indiana University; post graduate work in University 
of Cincinnati and in Berlitz Language School. 
Minnie May Hodges, Music, Paw-Paw (Mich.) High School; Valpa- 
raiso Normal School; work in various music schools and private 
professional courses in music. 
J. L. Massena, Drawing, Central Normal College; Pratt Institute; 

Teachers' College, Columbia University. 
May Serviss, substitute teacher, graduate high school; graduate 
Grant Collegiate Institute; Wellesley College. 

Enrollment in high school 350 

Total enrollment in grades and high school 4,400 

Number of girls graduated last year (1903) 18 

Number of boys graduated last year (1903) 14 

Number in this class that went to college 11 

Number of graduates since school was organized 392 

Number of these who have attended college 150 



EDUCATION IN INDIANA. 



8G7 




368 EDUCATION IN INDIANA. 



MARKDE HIGH SCHOOL. 

John Rebel", Superintendent. 

Organized, 1895. Commissioned, 1901. 
Sui)eriutendents, with dates of service: 

P. H. Beclc 1895-1898 

C. O. Ohmert 1898-1899 

John Reber 1899-1904 

Pi'lncipals and assistants: 

Miss Anna Kemp 1899-1900 

J. G. McGimsey 1900-1902 

Miss Victoria Johnson 1902-1904 

High school teacliers and subjects thej' teach: 

Victoria Johnson, English, Latin, Mathematics, History. 
John Reber, Science, Mathematics. 
Average yearly salary of high school teachers, including superintendent, 

$570. 
Training of teachers: 

John Reber, A.B., Indiana University; graduate Indiana State 

Normal. 
Victoria Johnson, graduate of college, Valparaiso, Ind.; student one 
year, Indiana University. 

Enrollment in high school 26 

Total enrollment in grades and high scliool 127 

Number of girls graduated last year (390:3) 4 

Number of boys graduated last year (190:i) 

Number of each in this class that -went to college 2 

Number of graduates since school was organized in 

Number of these who have attended college 8 



EDUCATION IN INDIANA. 



369 




Markle High School. 



24 — Education. 



370 EDUCATION IN INDIANA. 



MARTINSVILLE HIGH SCHOOL. 

J. E. Robinson, Superintendent. 

Organized, 1870. Commissioned, 1882. 
Superintendents, with dates of service: 

Mrs. N. D. Standiford 1870-1872 

B. F. French 1872-1876 

J. R. Starliey 1876-1896 

W. D. Kerlin 1896-1901 

J. E. Robinson 1901-1904 

Principals and assistants: 

Maggie Cox. 

Miss P. A. Case. 

Ella R. Tilford. 

Maggie Boyd. 

Mary E. Long. 

Miss N. M. Woodward. 

Paul Monroe. 

E. W. Abbott. 

W. F. Clarlie. 

J. E. Robinson. 

J. A. McKelvey. 

O. P. West. 
High school teachers and subjects they teach: 

O. P. West, principal, German, Chemistry. 

Lulu Clarli, Latin, History. 

Chas. P. Jackman, Mathematics, Physics. 

Lillian Hart, English and Literature. 

J. W. Hesler, History, Botany. 
Average yearly salary of high school teachers, inc-luding superintendent, 

$72.3.33. 
Training of teachers: 

Q. P. West, graduate Indiana University, Indiana State Normal 
School. 

Chas. F. Jaclvman. gi'adnate Indiana University. 

J. W. Hesler, graduate Indiana State Normal School and student 
Indiana University. 

Lillian Hart, graduate DePauw University. 

Lulu Clark, student at DePauw and India an University. 

Enrollment in high school 128 

Total enrollment in grades and high school 984 

Number of girls graduated last year (1903) 8 

Number of boys graduated last fear ('1903) 8 

Number in this class that went to college 6 

Number of graduates since school was organized 279 

Number of these who have attended college 100 



EDUCATION IN INDIANA. 



371 




372 EDUCATION IN INDIANA. 



MICHIGAN CITY HIGH SCHOOL. 

I'aul A. Cowgill, Suiu'riiiteiideiit. 

Organized, 1871. Cummissioned, 19U1. 
Superinteudeuts, with dates of service: 

S. E. Miller 18G7-1S8S 

J. C. Blacli 1888-1893 

Edward Boyle 1893-1899 

J. G. Monroe 1899-1901 

Paul A. Cowgill 1901-1904 

I'rineipals and assistants: 

Louis W. Keeler. 

H. A. Leber. 

Edward Boyle. 

George Burns. 
High school teachers and subjects they teacli: 

Margaret Sleezer, English. 

Lelia Childs, Mathematics. 

Sadie Sheehan, Latin. 

Le Roy La Gess, Botany. 

Grace Gillespie, History. 

Clara Hughes, Art. 

Mrs. Bertha Child. French nnd German. 

Chas. Kibby and Geo. .Xiidcrson. Commercial. 
Average yearly salary of higli scliool teachers, including superintendent, 

$665. 
Training of teachers: 

Louis Keeler, University of Michigan. 

Enrollment in high school 187 

Total enrollment in grades and high school 3,191 

Number of girls graduated last year (1903) 13 

Number of boys graduated last year (19(t.">) 1 

Number in this class that went to college 1 

Number of graduates since school was orgaiii/.cd 351 



EDUCATION TN INDIANA. 



3Y3 




374 EDUCATION IN INDIANA. 



MIDDLETOWN HIGH SCHOOL. 

H. N. Coffman, Siiperinteiideiit. 

Organized, 1890. Commissioned, 1895. 
Superintendents, with dates of service: 

W. H. Sanders 1888-1893 

W. L. Cory 1893-1896 

H. N. Coffman 1896-1904 

Name of principal: 

R. S. Tice, Principal. 
Names of high school teachers and subjects they teach: 

H. N. Coffman, History. 

R. S. Tice, Latin, Algebra, Physics. 

Willian Graves, English, Geometry, Physical Geography and Botany. 
Average yearly salary of high school teachers, including superintendent, 



Training of teachers: 

H. N. Coffman, graduate of Indiana State Normal; A.B. and A.M. 

residence worlc at Indiana University, Department of Philosophy 

and Pedagogy. 
R. S. Tice, gTaduate of Indiana State Normal; resident graduate of 

Indiana University in the Department of Zoology. 
Wm. Graves, three years' work in Indiana University. 

Enrollment in high school 43 

Total enrollment in grades and high school 287 

Number of girls graduated last year (1908) 1 

Number of boys graduated last (1903) 

Number in this class that went to college 

The colleges to which these went with number of oacli 

Number of graduates since school was organized 61 

Number of these who have attended college 21 



EDUCATION IN INDIANA. 



375 




MlDDLETOWN HiGH SCHOOL. 



376 EDUCATION IN INDIANA 



MISHAWAKA HIGH SCHOOL. 
B. J. Bogiie, Sviperintondciit. 

Organized, 1862. Commis.sioiied, 187S. 

Superintendents, with dates of servir-e: 

Mr. E. Sumption 1869-1873 

E. S, Halleelv 1873-1877 

E. Whipple 1877-1879 

AY. H. Fertich 1879-1883 

Elias Boltz 1883-1887 

B. J. Bogue 1887-1903 

J. F. Nuner 1903-1904 

Principals and assistants: 
Geo. L. Harding. 

B. J. Bogue. 
H. G. Long. 

Mrs. C. V. Sherwood. 
Geo. A. Powles. 
Miss Olive Batman. 
Chas. Dolan. 
Mary D. Welch. 
High school teachers and subjecls they teach: 
Evangeline Abbey, Science. 

C. E. White, Mathematics. 
Marie Simpson, English. 

Mary D. Welch, principal. Language. 
.\verage yearly salary of high scIidoI traciiers. inchuliug supcrinti'ndcni. 

.f;795. 
'I'laiiiing of teachers: 

Mary D. Welch. Olivet. :Mich. 

Evangeline Abbey. Olivet. Mich. 

Marie Simpson, Olivet. Mich. 

C. E. White, Indiana I^niversity. 

.7. F. Nuner, Indiana State Norm:il: 1 year at Indiana rniversit.v; 
2 years at Chicago Tlniversity. 

Our grade teachers are principally liigli school gi'aduatcs. 

lOiiidilnient in high school 09 

Total enrollment in grades and high school 1.()2 I 

Nnmlier of girls graduated last year (lOO:!) 7 

Nnm))er of boys graduated last year (10f)3l M 

Numl)er in this class that Avent to collegia 3 

Number of graduates since school was organized 190 

Number of these who have attended college 50 



EDUCATION IN INDIANA. 



5Y7 




MisHAWAKA High School. 



3Y8 EDUCATION IN INDIANA. 



MITCHELL HIGH SCHOOL. 

J. L. Clauser, Superiutendeut) 

Organized, 18G9. Commissioued, 1879. 
Superintendents: 

J. C. McLaughlin. 

J. P. Funli. 

R. A. Ogg. 

D. W. Allen. 

A. H. Hastings. 

H. T. Pickle. 

C. W. McClme. 
Mr. Lugenbiel. 

A. E. Soutlierland. 
E'lla Munson. 

D. H. Ellison. 
Mrs. Kate Gilbert. 

E. L. Hendricks. 
.T. L. Clauser. 

Can not give dates of services of each. 
Principals and assistants: 

Ed Odonnel. 

Hugh Holmes. 

Nora Williams. 

Clara Mitchell, 

J. P. Callahan. 

Frank A. Wood. 

Robert Tirey. 

Charles D. Mclntire. 
High school teachers and subjects they teach: 

Robert Tirey, Latin and English. 

Charles D, Mclntire, Science and History. 

J. L. Clauser, Mathematics. 
Average yearly salary of high school teachers, including superintendent, 

$G46. 
Training of teachers: 

J. L. Clauser, Superintendent, gi-aduale Indiana State Normal School. 

Robert Tirey, Principal, graduate Southern Indiana Normal School, 
undergraduate Indiana University. 

Charles D. Mclntire, undergraduate Southern Indiana Normal School 
and Valparaiso, 1 year in former, 10 weeks in latter; graduate 
Voris Business College. 

Enrollment in high school 45 

Total enrollment in grades and high scliool 550 

Number of girls graduated last year (190:5) 4 

Number of boys graduated hist year (190.".) 2 

Number in this class that wont to college 1 



EDUCATION IN INDIANA. 



379 




Mitchell High School 




MoNON High School. 



380 EDUCATION IN INDIANA. 



MONON HIGH SCHOOL. 

.Tauu'S H. Shaffer, Superintendent. 

Organized, 181)4. Commissioned, 1002. 
Superintendents, witli dates of service: 

Wm. M. Slieets 1894-189G 

James H. Sliaffer 189G-1904 

Principals and assistants: 

James H. Shaffer. 

John G. Yorli. 

H. M. Appleman. 

Mrs. Nona Kent. 

Miss Fredrica K. Tucker. 

Miss Belle Jones. 

Clyde C. Tull. 

Charles J. Cari)enter. 
High school teachers and sul).jccts they teacli: 

James H. Shaffer, Physics. Zoiilogy. 

Chas. .T. Carpenter, Mathematics and I/atin. 

Miss Agnes Carr. English and History. 
Average yearly salary of high school teaclu'rs, including superintendent, 

ipoor.. (!(;%. 
Training of teachers: 

James H. Shaffer, five terms Dcl'auw rnivci-sity: tlu-ee terms Indi- 
ana State Xorm.Ml Scluxil. 
Chas. .1. Carpciitci-. gi-aduali' Slate Xonnal School. 
Miss Agnes Can-, gi'adu.'ilc of (Jlcndale CoUege: nearly one year in 
Chicago TJiuversity. 

P^"nro|]inent in high school GO 

Total eiiidllnient in grjides and liigh scliool 314 

Xumliei- of gii-ls gr;i(ln;iteil I his year (li»():!| 11 

Xumlier of hoys gi'aduated last year (lOOo) 5 

Xiimhei- in tills class tliat went to college 3 

Xumhei- of graduates since school was oi\ganiz"d 55 

Xumber of these who have attended college 11 



EDUCATION IN INDIANA. 



381 



MONTPELIER HIGH SCHOOL. 
L. E. Kelly, Siiperinteudent. 
Organized, 1S05. Commissioned, 1898. 
Superintendents, with dates of service: 

L. E. Kelly 

Principal: 

John W. Holdeman. 
High school teachers and sidi'ects they teach: 

John W. Holdeman, Mathematics and History. 

John D. Gabel, Science. 

Clarice M. Lytle. Latin and English. 

Caroline English. :\fnsic. 



.1890-1904 




MONTPELIER High School. 

^'IJSsr'"'''^ '''''''' *" '"''''" '''''"' '"'"''''' '"^^'"^'"^ superintendent. 
Training of teachers: 

L. E. Kelly, Gradnato Indiana State Normal. 

John W. Holdeman. graduate Indiana State Normal. 

John D. Gabel, graduate Hanover College. 

Clarice M. Lytle, graduate Northwestern. 



382 EDUCATION IN INDIANA. 

Enrollment in high school 115 

Total enrollment in grades and liigli school • 787 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (1903j 

Number in this class that went to college 1 

Number of graduates since school was organized 24 

Number of these who have attended college 

MONTICELLO HIGH SCHOOL. 

J. W. Hamilton, Superintendent. 

OrgMuized, 1870. Coninilssioned, 1887. 
Superintendents, with dates of service: 

J. G. Royer 1879-1884 

Wm. Sinclair 1884-1885 

B. F. Moore 1885-1890 

J. W. Hamilton 1890-1904 

I'riucipal: 

Lewis E. Wheeler, principal. 
High school teachers and su)).1ects they teach: 

Lewis E. Wheeler. 

Harriet Harding, English. 

Genevieve Williams, Latin. 

Mabel Rothrock, History and Geruinn. 

Clinton Routh, Music. 

Frances Westfall, Art. 
Average yearly salai'y of high school teachers, including superintendent. 

*710. 
Training of teacliers: 

Lewis El. Wheeler, graduate State Normal, unth'rgradnate State Uni- 
versity. 

Harriet Harding. A.B., graduate DePauw, seven years' experience. 

Genevieve Williams, undergraduate DePauw, seven years' experi- 
ence. 

Mabel Rothrock, A.B., graduate Indiana Ihiiversity, two years' ex- 
perience. 

Clinton Routh, private school nnd student Northwestern College, 
three years' experience. 

Frances Westfall, student Art Institute, Chicago, five years' experi- 
ence. 

Enrollment in high school 173 

Total enrollment in grades and higli school 700 

Number of girls graduated last year (1903) 13 

Number of boys gi-aduated last year (1903) 14 

Xumber in this class that Avent to college 9 

XiTnibei' of graduates since school was organized 214 

.Vnnihcr of these who have attended college 50 



EDUCATION TN TN DIANA 



383 




MUOKEcJN ILLE HIGH SCHOOL. 
W. C. Pidgeon, Superintendent. 

Organized, 1895. Commissioned, 1895. 

Superintendents, witli dates of service: 

G. B. Coffman 1895-1899 

Alaslva Eaton 1899-1903 

W. C. Pidgeon 1903-1904 

ri'incipals and assistants: 

Carrie Scott 1899-1903 

Flora M. Guyer 1903-1904 

High school teachers and subJL'tts they teach: 

W. C. Pidgeon, Science, English and History. 
Flora M. Guyer, Latin, Mathematics and History. 

Average yearly salary of high school teachers, including superintendent. 



Training of teachers: 

W. C. Pidgeon, A.M., Indiana University. 

Flora M. Guyer, B.L., Franklin College. 

Enrollment in high school 60 

Total enrollment in grades and high school 375 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (1903) 2 

Number of each in this class that went to college 

Number of graduates since school was organized No data 

Number of these who have attended college 20 



384 EDUCATION IN INDIANA. 

MT. VERNON HIGH SCHOOL. 

Edward G. Bauman. Superintendent. 

Organized, 1871. Comniissioned, 1890. 
Superintendents, with dates of service: 

A. J. Snoke 1870-1874 

Alfred Kummer 1874-1876 

B. S. Clark 1S7G-1879 

W. 1. Davis 1879-1882 

P. P. Stultz 1882-1889 

H. P. Leaven wortli 1889-1896 

Edwin S. Monroe 1896-1903 

Edward G. Bauman 1903-1904 

Principals and assistants: 

Alice Choate. 

Florence Hawley. 

J. W. Hiatt. 

W. S. Bushnell. 

Thomas Orr. 

M. J. Conine. 

Rebecca Portens. 

G. H. Welker. 

O. L. Sewall. 

T. W. Thomson. 

R. O. Cavanah. 

E'. S. Monroe. 

Charles Pulliam. 

L. P. Doerr. 

E. G. Bauman. 

G. W. Bishop. 
High school teachers and sulijects they teach: 

George W. Bishop. Chemistry and Latin. 

T. H. Stonecipher. Mathematics. 

M. Abigail Smith, History, Stenograpliy, Typewriting. 

Flora Heidel, German and Latin. 

Helen A. Sullivan, English. 
Average yearly salary of high school l('a<'hcis. including superintendent, 

.$775. 
Training of teachers: 

Edward G. Bauman, Pli.B., A.M., Illinois Wesleyan University. 

George W. Bishop, undei-graduate Illinois University. 

M. Abigail Smith, undergraduate Indiana State Normal. 

T, H. Stonecipher, undergraduate Ewing College and Indiana Uni- 
versity. 

Flora Heidel, A.B., Central Wesleyan College. 

Helen A. Sullivan, A.B., University of Michigan. 

Enrollment in high school 140 

Total enrollment in grades and high scliool 1,100 

Number of girls graduated last year (1903) 7 



EDUCATION IN INDIANA. 



!85 



Number of boys graduated last year (1903) 5 

Number in this class that went to college 4 

Number of graduates since school was organized 354 

Number of these who have attended college 104 







^ 


'-:M 


* iltA^fm^-'^ ^■^^^^^^^^-■i 




1 




m-' 




. J^^^^^^^^^HI 



Mt. Vernon High School. 

MUNCIE HIGH SCHOOL. 
George L. Roberts, Superintendent. 

Organized, 18GS. Commissioned, . 

Superintendents, with dates of service: 

Charles R. Payne 1866-1867 

H. S. McRea 1867-1881 

F. M. Allen 1881-1882 

H. S. McRae 1882-1883 

John M. Bloss 1883-1887 

W. R. Snyder 1887-1903 

George L. Roberts 1903-1904 

25— Education. 



386 EDI'CATIOX IN INDIANA. 

PiMii('ii)al: 

Kriiest r. Wiles. 
High school tonchcrs mikI subjects they tench: 

Mrs. .M. 1. l\iiis. .Mnlheinalics. 

Emma Cammack, Latin and Knuiisli. 

L. H. Pittinyer. English. 

William Thrnsh, I.atiu. 

II. S. reacock. History. 

A. L. Mnrray. English. 

J. F. Bower, Commei'cial. 

W. I. Underback, Science. 

( 'yrns Rector. Science. 

S. I. Conner, Reading. 

Alina Rnrton. (Jerman and French. 

.1. (>. Rotter. Mathematics. 
Average yeai-jy salai-y of higii sclmol icai-liers. inchiding sni>erinten(h'nts. 

ifTDC. 
Training of teachers: 

Xo data givi'ii. 

Enrollment in high school 34G 

Total enrollment in grades and high school :5.918 

Number of girls gi'aduated last year (1!M)?,1 28 

Xumbci- of hoys graduated last year (I'.Mi:!) !) 

Number in this class that went to college (i 

\uml)er of graduates since school \\as organized i'A'.i 

Number of these who have a.tl ended college 135 

M<('()ui»svii,LE men school. 

\\'. I'.. Sto(il<cy. Sujierintendent. 

Organized. ISSit. Conimissiom'd. IS'.iT. 

Snpei-inteiidenls. witii dates of ser\"ice: 

W. l\. Stnokey lS!)T-r.M)4 

i'i'ini-i|ials and assistants: 

I'etei- Hinds ISHT-ISOS 

.Ml'. F.owman ISVtS-Ism) 

Claude lirown lS'.)!t-l<>n(» 

R.. W. Foi'kner 1!>(iO-l!)Ol 

O. L. INIorrow T.lol-liMi:'. 

Will Scott RM»;M!H)1 

Iligli scliool teachers aiid sulijects tlie,\' leach: 
relci' Hinds. Latin. 
W. r.. Stool<cy. teaclies 7 classes. 
Will Scot I. teaches S classes. 

.\ver;igc yearly salary of high school leadiers. including superinteiidenl. 
,i;r.s< ». 

Training of teachers. 

^^■. I'.. Stookcy. gra(biate Indiana Slate Normal. 
Will Scotl. :; \cars Indiana State .Xormal. 



EDUCATION IN INDIANA. 3S7 

Kurolliiiciit in lii,i;li scliool ^ 

Total enrollnu'iit in grades and lii-li school ^^^ 

Nund.er of «irls graduated last year ( llii):;) 

Nund)er of boys graduated last year (1!((»:!) !,' 

Number in this class that AVent to eollege .',' 

Number of graduates since scliool was organized -,^ 

Number of these who have attended colleg(> -l^ 




MCCORDSVILLE HlGH SCHOOL. 



NAPPANEK HIGH SCHOOL. 
S. W. Baer, Superintendent. 
Organized. 18!).-.. Coniniissioned. 1S!»S. 
Superintendents, with (hites of service- 

S. W. Baer ' 

Principals and assistants: 
Olive A. Voliva. 
George W. Bailor, assistant. 



. .1805-1904 



388 EDUCATION IN INDIANA. 

High school teachers and subjects they teach: 

S. W. Baer, German, History, Psychology. 

Olive A. Voliva, Latin and English. 

George W. Bailor, Science and Mathematics. 
Average yearly salary of higli school teachers, including superintendent. 

$740. 
Training of teachers: 

S. W. Baer, Ph.B.. A.M., Del'auw TTniv(>rsity. 

Olive Voliva, Ph.B., DePauw University. 

George AV. Bailor. A.B.. DePauw University. 

Enrollment in high school (io 

Total enrollment in grade and high school 402 

Number of gii-ls graduated last year (ir)!i;!) .■■) 

Number of l)oys graduatpd last year (191):]) 7 

Numl)er in this class that went to college (i 

Number of gi-aduates since school was organized ."i!) 

Number of these who have attended college 1(! 

NEW ALBANY HIGH SCHOOL. 
Charles A. Pressor. Superintendent. 

Organized, IS.":!. Commissioned, 1873. 

Superintendents, Avith dates of service: 

Chas. Barnes 18rt(i-lSo7 

.las. (J. May 1857-1859 

Geo. l\ Brown lS()4-lSaj 

Dr. E. Newland 18(;5-1S70 

J. K. Walts 1870-1872 

H. B. Jacobs 1872-188:] 

Chas. F. Coffln 188:]-18S(i 

J. B. Starr 188(;-18!)4 

W. H. Hershman 18!)4-1S1);» 

C. A. Pressor 18!)9-1004 

Principals and assistants: 
George H. Harrison. 
Charles Barnes. 
Jas. G. May. 
O. V. Towsley. 
Geo. P. Brown. 
F. L. Morse. 
J. B. Reynolds. 
Jacol) K. Walts. 
John M. Bloss. 
W. W. Grant. 
E. S. Wellington. 
George P. Weaver. 
Mrs. J. M. Lindley. 
K. A. Ogg. 
J. P. Funk. 
II. A. Buerk. 
W. O. Vance (colored). 



EDUCATION IN INDIANA. 



389 




390 EDUCATION IN INDIANA. 

High school teachers ai)d siilijects they teach: 

H. A. Buevk. Mathematics. 

Alice Funk, Kotaiiy. Pliysiology auci Biology. 

Mrs. M. U. 81iiaaei-. Latin, History, Greek. 

Frances Fawcett, Literature and Roman History. 

George Kahl, Knglisli and Greek History. 

Edwin Kahl, Pliysics, Matliematics and Civil (Jovernment. 
Average yearly salary of liigii scliool teacliers, including superintendent, 

.$s2i:). 

Training of teachers: 

H. A. Buerk. graduate Harvard; 2 years Indiana University. 

Edwin Kahl, 2 years DePauw; graduate of Indiana University. 

George Kahl. graduate Indiana St.-ite Normal: 2 years Indiana Uni- 
versity. 

Alice Funk, graduate Lelianon (Oliioi Normal; ."> summt'rs Chicago 
University. 

Mrs. ;M. H. Shrader, graduate DeUauw Female Scnnnary. 

Frances Fawcett, graduate DePauw Fenial<> Seminary. 

Enrollment in high school 2T."> 

Total eni-olIni(Mit in grades ;ind high school :;.4(in 

Xund)er of girls graduated last year (IDli:!) 2li 

Number of boys graduated last year (11)0;!) H 

Number in this class that went to college 7 

Numlier of graduates since school was organized l,2.")i) 

Nundjer of these who have atetnded college 12.'> 

NEW AU(iUSTA HIGH SCHOOL. 

Jolni Shipman. Suiierinlendent. 

Organized. ISS!). Commissioned, IS!)!). 
SuperinlciKJcnts. witli dates of service: 

.1. A. Swan ISS'.i-IS!)! 

B. F. Sisk 1S!)1-1S!)2 

E. L. Malnes lS!)2-lS!t;; 

J. A. Swan 1,S!):',-US!14 

]•'. C. Senour l,S!)4-lS!)i; 

H. C. I'.erry lS!)(*)-1!)ni) 

I'. ( '. Senour l!»n()-ll»l(2 

.lohn Shipman I!)()2-1!M)4 

Pi'incipal: 

!■'. C. Senour. 
Iligji school teacliers and subjects they leach: 

.lolni Shiimian. .Malhematics, Physics. (JtM-man. 

F. ( '. Senoui-. ihiglish. History, Latin and P.otany. 

A\'ei'age \('aily salary of high scluiol teachers, including suiierintendent. 

.f;.")."(». 

Ti'ainiug of teacht'i-s: 

.loliii Sliipman. undcruraduate Stafe University; undei-gi aduate Pur 

due Uni\-ei'sity. 
V. C. Senour. undergr;iiluatc St.-itc Uni\-ei-sit v. 



EDUCATION JN INDIANA. 



391 



Biirollment in high school 38 

Total enrolliiK'nt in griulcs and high school 120 

Number of girls graduated last year (UM):!) ?, 

Number of boys graduated last year (1008) 2 

Number iu this class that went to college '.\ 

Number of gradiiates since school was organized 39 

Number of these who have attended college 18 




New Augusta High School. 



392 EDUCATION IN INDIANA. 

NEW CASTLE HIGH SCHOOL. 

J. C. Weir, SuiJerintendent. 

Organized, 1873. Commissioned, 1883. 
Superintendents, witli dates of service: 

George W. Hufford , 1870-187(5 

William McK. Blake 187G-1879 

William A. Moore 1879-1881 

J. W. Caldwell 1881-1881 

Henry Gunder 1881-1883 

C. W. Harvey 1883-1887 

W. D. Kerlin 1887-1888 

J. C. Wier 1888-1004 

Principals and assistants: 

Joseph Dobell 1870-1878 

Wm. A. Moore 1878-1879 

George Vinnedge 1879-1881 

John O. Reid 1881-1882 

Frank Norris 1882-1883 

Jno. Schurr 1883-1885 

Pheriba White 1885-1887 

Carrie Furber 1887-1888 

Mary I. Root 18,88-1890 

Rose R. Mikels 1890-1904 

High school teachers and subjects they teach: 
Robert McDil, Mathematics. 
Charles Chambers, Science. 
Mary Meek, German and History. 
Wannetah McCampbell, English and Civics. 
Abbie J. Schrock, Drawing. 
Rose R. Mikels, Latin and English Literature. 
Average yearly salary of high school teachers, including supei-intendent. 

.$745. 
Training of teachers: 

J. C. Wier, A. M., Indiana University. 
Rose R. Mikels, A. M , De Pauw University. 
Robert McDill, A. M., Indiana University. 
Charles O. Chambers, A. M., Indiana University. 
Mary Meek, A. B., Indiana University. 
Wannetah McCampbell, A. B., Indiana University. 

Enrollment in high school 145 

Total enrollment in grades and high school 875 

Number of girls graduated last year (1903) 3 

Number of boys graduated last year (190;{) 5 

Number in this class that went to college 1 

Number of graduates since school was organized 2(55 

Number of these who have attended college 41 



EDUCATION IN INDIANA 



393 




394 EDUCATION IX INDIANA. 

NEW IIAILMONY HIGH SCHOOL. 

Joscpli E. KfUcy, Suporintendont. 

Or.Uiuii/fil. ISTl'. ("uiiiinissiinu'd. 1.SS2. 
SiiiK rintciideuts, Willi diiti'>^ of siTvice: 

( '. II. AN'ood 1SS2-18S(J 

J. W. McConiiick 18S(M8S8 

C. L. Hopper 1888-1800 

C. II. Wood 1892-189.5 

H. W. ^tonical 189.J-1899 

.Tos.'ph E. Kolley 1899-l!t(>4 

High scliool teachers aud sul'jects they teach: 
Dora Carver De Lay. Latin and Science, 
(ii'acc I'dte. Literature and History. 
Ida Stallinys, Alyebra. 
.losepli E. Kelley. 
Average yearly salary of high scliool teachers, including supcriiilciideiit, 

$737.59. 
Training of teachers: 

Dora Carver De I^ay, Indiana University. 

Enrollment in h.igh school (H 

Total enrollment in grades and high school :!28 

Number of girls graduated last year (19!);>) ."» 

Number of lioys graduated last year (191):!) 2 

Nunilier in this class that went to college 2 

Number of graduates since school was organized 218 

Number of these Avho have attended college .")2 

NEWPORT HIGH SCHOOL. 
J. AY. Kendall, SuperinteiHh'nt. 

Oi'ganized, . Coiiuuissioiied, 1S99. 

Superintendents, willi dales of service: 

Clyde L. Wagner bS9S-19in) 

,1. W. Kendall 1!);)i)-19l)4 

Principrds and assistants: 

.\gnes Pochin 1898-191)0 

Mary K. Birch 19i)()-19()2 

Edith Kavenscrofl 19i)2-19i):! 

Mary Campbell 1!)i):;-19i)t 

High school teachers and suli.jecls ihcy leach: 
Mary ('aiii]ibi'll. l.-ilin and I'higllsii. 
.1. W. Kendall, .Mallieinal ics. Science and History. 

Average yearly salary of higli scliool lc,i<-licrs, including snpriinUMidcnt. 

.$fjr>o. 

Traiiung of t(>achers: 

:\rary Camitbell, A. P... INIoores Hill: .\. M.. Dd'anw. 
J. W. Kendall, graduate State Normal: undcigradualc Indiana I'ni- 
versity. 



EDUGATJnK I.V INVIANA. 



395 




396 EDUCATION IN INDIANA. 

Enrollment in high school 29 

Total enrollment in grades and high school 175 

Nnmber of girls graduated last year (1903) 5 

Number of boys gi-aduated last year (1903) 1 

Number in this class that went to college 1 

Nnmber of graduates since school was organized 18 

Number of these who have attended college 9 



NOBLESVILLE HIGH SCHOOL. 
J. A. Carnagey, Superintendent. 

Organized, 1872. Commissioned, 1881. 

Superintendents, with dates of service: 

James A. I'.aldwiii 1870-1873 

John Lacy 1873-1874 

E. E. Henry 1874-1875 

B. F. Owen 1875-1870 

F. W. Keubelt 1870-1885 

G. F. Kenaston 1885-1889 

J. F. Haines 1889-1903 

J. A. Carnagey 1903-1904 

Principals and assistants: 

Miss xinnis Henry, J. S. White. J. F. Haines. W. J. Greenwood. J. 
W. Hubbard. Reid Carr. F. L Jones, E' A. Scholtz. Milton (Jantz. 
H. W. Thompson. W. O. BoAvers. AV. M. Cay lor. 
High school teachers and subjects they teach: 

Will M Caylor, principal, Algebra and Latin. 

Clara Brown, English. 

Clara O'Neal, Latin. 

Florence Morgan, History. 

A. J. Burton, Science. 

E. E. Fitzpa trick. Mathematics. 

W. J. Stabler, Music. 
Average yearly salary of high school teachers, including sui)erintendent, 

$640. 
Training of teachers: 

J. A. Carnagey, A. M., Hanover. 

W. M. Caylor, Indiana State Normal. 

Clara Brown, A. B., Earlham. 

Clara O'Neal, A. B., Earlham. 

A. J. Burton, senior Indiana University. 

E. Ei, Fitzpati-ick, junior Indiana University. 

Florence T. Morgan, senior Indiana LTniversity. 

Enrollment in high school 210 

Total enrollment in grades and high school 1,240 

Number of girls graduated last year (1903) 15 

Number of boys graduated last year (1903) 17 

Number in this class that went to college 6 

Number of graduates since school was organized 389 

Number of these who have attended college 90 



EDUCATION IN INDIANA. 



397 



NORTH JUDSON HIGH SCHOOL. 

C. F. Blue, Superintendent. 

Organized, 1S89. Commissioned, 189D. 
Superintendents, with dates of service: 

W. R. Murphy , .1889-1892 

J. B. Lung 1892-1894 

C. S. Smith 1894-1890 

J. S. Ragsdale 189G-1898 

A. E. Murpliy 1900-1901 

O. O. Whitenaelv 1901-1903 

C. F. Blue 1903-1904 

IM'incipals and assistants: 

Mr. Redmond -1900 

Florence Knipe 1900-1903 

Higli school teachers and su'i.jects they teach: 

No data. 
Average yearly salary of liiiih school teachers, including superintendent, 

.*i?fi42. 
Training- of teachers: 

C. F. Blue, Michigan Military Academy: graduate Tri-State Normal. 

KnioUnieiit in high school 38 

Total enrollment in grades and high scluxil 295 

Number of girls graduated last year (19ii:!i None 

Number of boys graduated last year (19i»oi 3 

Number in this class that went to college 2 

Number of graduates since school was organized 4G 

Number of these who have attended college 27 




NOBLESVILLE HiGH SCHOOL. 



398 EDUCATION IN INDIANA. 

NOKTII .^rAXCIIESTEK HIGH SCHOOL. 

("harU's F. Miller, Superintcndt'iit. 

Organized, 18S2. Comuiissioiied, 1S;J4. 
Superintendents, with dates of service: 

Walter Irwin 1 81)4-1808 

H. S. llippenstcll 18U8-l!Mt:{ 

Charles F. ;Miller 1!>():M!K>-I: 

Ih'incipal: 

A. H. Synions. 
Hi^-h school teachers and subjects they teacli: 

A. H. Syinons. Science. 

Ella Lorni, En.i;lish and Histoi-y. 

OraJ. Brookover. Laliii. 

Minnie R. Lavei'. Art. 
Average yearly salary of hinli srliool teachers, iucludinii' superintendent, 

$725. 
Training of teachers: 

Charles F. .Miller. .\. I',.. Del'aiiw rni\-ersity. 

A. H. Synions. I',. S.. Earlhain College. 

Ora .1. ISrookover. A. H. \\'itteid)erg. 

Ella Foim. A. I'.., CJiicago rniversity. 

E'nrollnu'ui in Jiigh school !>() 

Total einollnient in grades and high school ."iOO 

Xuniher of girls gi-adnated last year (I'.Kt:!) 7 

Xundier of lioys graduated last ye.-ir (1'.»!i;'>i 7 

Nunilier in this class that went to colh'ge 7 

Xuniher of gi';idu;ites since school was orgainzed 17ti 

Xundier of these who have attended college Cu 

XOliTFI VEKXON HIGH SCHOOL. 
(Jeorge V. Weednian. Superintendent. 

Oi-ganiz((l, 1S7(!. Coniniissinueil. 1SS7. 

Suiierintcndc nts, witli dates of ser\ice: 

.1. \V. Stout lS7i;-lS77 

A. VV. iMinkle 1S77-1879 

William Isley 187!)-18S1 

C. 1>. P.ogart.' 1881-1883 

.Viiiirs Sand 'rs 188:1-1887 

Clia'-lcs X. I'e:ike 1.SS7-1891 

Horace Ellis 18:)1-1895 

Lena ]\I. Foster lS!r.-18!)8 

Curtis 1!. Xewsoni 18!tS-l!)()l 

(Jeorge V. Weednnm l'.M)l-ll>m 

iriiicipals ;uid assistants: 

Charles 10. .McClintoc k. princijial. 
lOlias i'.rewer. assistant princiiial. 



EDUCATION IN INDIANA. 



399 




O 



400 EDUCATION IN INDIANA. 

High school teachers and subjects they teach: 
George P. Weedmaii, Latin and Physics. 
Charles E. McCllntock, History and Mathematics. 
Ellas Brewer, English and Latin. 
Average yearly salary of high school teachers, iurludiiig superintendent, 

$813. 
Training of teachers: 

George P. Weedman, A. B.. Indiana University; graduate Danville 
Normal. 
C. E'. McCllntock, principal liigh scliool. undergraduate Indiana LTni- 
verslty, one year a stiulent there; one year a student in Franklin 
College. 
Ellas Brewer, A. B., Indiana University; six years student of Indiana 
University; one year student State Normal. 

Enrollment in high school 101 

Total enrollment in grades and high school 590 

Number of girls graduated last year (1903) 4 

Number of boys graduated last year (1903) 4 

Number in this class that went to college 2 

Number of graduates since school Avas organized 176 

Number of these who have attended college 50 

OAKLAND Cri'Y HIGH SCHOOL. 
R. J. Dearliorn. Superintendent. 

Organized. 1S75. Commissioned, 18S(!. 

Superintendents, with dates of service: 

Lee Tondin 1873-1881 

Robert Duncan 1881-1883 

N. C. .Tohnson 1883-1888 

J. M. Robinson 1888-1890 

Joseph Johnson 1890-1891 

J. L. Pi-ice 1891-1893 

James H. Henry 1893- 

F. D. Churchill 1893-1900 

J. F. Worsham 190O-l!M)2 

R. J. Dearborn 1902-1904 

Principal: 

A. (J. Cato. 

High school teachers and subjects they teach: 

A. G. Cato. MatluMnatics. Latin and Physics. 

\'irgiiii;i ('.■ur. Knglisii. Music. Bookkeeping, riiysical ( ;»Migr;i]iliy. 

R. .1. Dcarlmni. Botany, History. Pliysiology. 

Average yearly salary of liigli scliool t(';icli"rs. i'lcluding supcrinlcndent. 

Training of teachers: 

A. G. Cato, A. B., Oaklaml City College: one term Chicago T^niver- 

sity; life State license. 
Virginia Carr, Ph. P... DePanw TTniversity. 
R. J. Dearborn, A. B., Indiana University: graduate Indiana State 

Normal School. 



EDUCATTON IN INDIANA. 




402 E DUCAT J OX IN INDIANA. 

Eni'oUuieiit in liiuli schuol (59 

Total eurolljiu'iit in grades and high school 500 

Xumbcr of girls graduated last year (lIMi:!) None 

Nuniber of boys graduated last year (19118) 4 

Number iu this class that went to college None 

Number of graduates since school was organized 12S 

Number of these who have attended college 20 

ODON HIGH SCHOOL. 

V. ]M. ]Mc('oniiell. Superintendent. 

Organized, 1S94. Conunissioncd, 19t)2. 

H. H. Clark 1894-1896 

S. W. Satterfield 189G-1899 

Wm. A))el 1899-11X12 

E. W. Bennett 1902-190.3 

F. :M. McConnell 19o:M904 

Principals and assistants: 

.1. S. IIubI)ard 1S9(>-1897 

Charles Brooks 1899-1900 

J. W. Sattertield 1900-1!M:)1 

E. W. I'.ciuiett 1901-1902 

Clarice Courtney, assistant 1:a»1-1902 

Edna Sconip, assistant 1902-1903 

A. T. :\Iaylield 19o:MrH)4 

l-\-innie O'Dell, assistant 190:M904 

High scliool teachers and subjects they teach: 

F. M. McConnell. History, Physics. Algebra. 

A. T. ^Nlaytield. L;itin. Literature, (ieonietry. Botany. 
Fannie O'Dell. Latin, Algebi-a. I'hysics. 
Avera.ge yearly salary of liigii scliool teacliers, including superintendent. 

Training of teachers: 

F. M. McConnell, Indiana State Normal. 

A. T. INIayfield, Indiana State Normal. 

Fannie O'Dell, Indiana State Normal. 

Eni'ollment in high school 42 

Total enrollnieni in grades :ind high scliool 2T."i 

Xuiiil)er (»f girls graduated last year (lOO:',) 4 

Xnmber of lioys grade.ated l;is( ye;ir (l'.lo:;i 4 

Numbei- in this class that went to college 

Numl'ci- of graduates since school Avas oi'gani/.ed No I'ecord 

Nuinlx'r of tlie^e wlio have attended college No record 



EDUCATION IN INDIANA. 



403 




UDON High School. 



404 EDUCATION IN INDIANA. 

ORLEANS HIGH SCHOOL. 

M. S. Mahau, Superintendent. 

Organized, ]8U(j. Commissioned, 1887. 
Supei-intendents, with dates of service: 

John M. Bloss 1870- 

Mr. Allen 

Mr. Sturgis -1875 

J. Ralph Burton 1875-187G 

J. C. Chilton 1880-1881 

G. M. Scott 1881-1885 

P. M. Stalker 1885-188G 

Mr. Smith 

Mr. Sutherlin — ■ — 

Ricliard Park 1887-1888 

Mr. Belden 

J. P. Ligle 1890-189f) 

Robert Troth 189G-1S98 

C. B. Spaulding 1898-1902 

M. S. Mahan 1902-1904 

High school teachers and subjects they teach: 
M. S. Mahan, Botany, Algebra, Geometry. 
Edith Vail, Latin, English, Geometry. 
Mabel Graves, English, History, Civics. 
Average yearly salary of high school teacliers, including superintendent, 

$553. 
Training of teachers: 

M. S. Mahan, graduate Central Normal College, undergraduate Indi- 
ana University. 
Edith Vail, graduate Indiana State Normal. 
Mabel Graves, undergraduate Indiana University. 

Enrollment in high school 43 

Total enrollment in grades and high sclinol 350 

Xuml)er of girls graduated last year (19i)."'>) 3 

Number of boys graduated last year (1903) 4 

Number in this class that went to college None 

Numlier of graduates since school was organized 125 

Number of tliese who have attended college 25 

OXFORD HIGH SCHOOL. 

M. F. Oi'eai-, Superintendent. 

Organized, 1SS5. Commissioned, 188G. 

Superi)itendents, with dates of service: 

Alexander T. Reid 1S8G-1888 

Thomas L. Harris 1888-1889 

M. P. Orear 1889-1904 

Principals and assistants: 

Nora E. IIunt(>r 1892-1895 

Lura E. Grimes 1895-1897 

Elizabeth Hewson 1897-1900 



EDUCATION IN INDIANA. 



40^ 



Mary Meek. 

E. G. Sutton. 
High school teachers aud snl)jects they teach: 

Mary Roberts, Latin. 

Selma A. Stemfel, English and German. 

B. G. Sutton, Mathematics and Science. 

M. F. Orear, History. 
Average yearly salary of high school teachers, including superintendent, 

.^018. 
Training of teachers: 

M. F. Orear, M. L., Mt. Sterling. Ky.. College; postgraduate Indiana 
University, one year. 

E. G. Sutton, B. S., Purdue University. 

Selma A. Stempel, A. B., from Indiana University. 

Mary A. Roberts, A. B., from Indiana University. 

Enrollment in high school 73 

Total enrollment in grades and high school .307 

Number of girls graduated last year (1903) 12 

Number of boys graduated last year (1903) (i 

Number in this class that went to college 4 

Number of graduates since school was organized 133 

Number of these who have attended college 42 




Paoli High School. 



406 EDUCATION IN INDIANA. 

PAOLI HIGH SCHOOL. 

J. C. BroAYii, Superiutendent. 

Ornanized, 1873. Coinuiissioiu'd. T.IO,'}. 
Sni)t'i'inteiKlents, with dates of sorvico: 

.1. J. Copeland T.tDi'-V.Hi:; 

I'rincipals and assistants: 

Bertha Lingle, principal. 

Ivin Batcheor, assistant. 
High school teachers and sulijccts they teach: 

J. C. lioAvn, ^Mathematics and I.itcr.itnre. 

Bertha I.ingle, History. Latin. (Mvics, Literatnre. 

.1. W. Siirmions, First ^Mathematics. Physical Geography. 
Average yearly salary of liigii schoi)] teachers, inclndiiig sui)eiMntendcnt. 

.$52tK 
Training of teachers: 

J. C. Brown, gradua.te Hanover ''ollege; special work Chicago Uni- 
vei'sity. 

Bei'tha Lingle. gi'.-idnate Indiana University. 

.1. \^'. Simmons, hanville Normal. 

Enrollment in high school 4S 

Total enrollment in grades and liigh scli )ol '2iu 

Nnndu'i' of girls graduated last year (lliii:!i. ... 2 

Xnndier of boys graduated last yeai' (T.iii:;) 4 

.\unil;er in this class that went to colli^ge 1 

.Xumlier of graduates since sclio)! \\as organized 153 

Xriinlier of these who have attended college 51 

PKXDLKTOX HIGH SCHOOL. 

E. I). Allen. Superintendent. 

Organized. ISS'J. ( 'onimissioni'd. ISSC. 
Superintendents, \\itli dates of ser\ice: 

P. A. Randall 1SS2-1SS.-) 

A. J. Reynolds ISS.VISST 

J. D. AVhite 1S,S7-1SP2 

!•:. 1 ). Allen is;)2-r.)n4 

Principals and assistants: 

H. F. Hunt. 

(4 race Smith. 

(4. L. I)e Vilhiss. 

S. B. Walker. 

Blanche P. Noel. 
High s(4iool teachers and sidijects they teach: 

E. I). Allen, superintendent. Science. 

George L. I >e N'illiiss, i)rinci|i;d. Mathematics. 

S. P.. Walkei-. Fnglisli and History. 

I'.lan(4ie P. .\o(4. Latin and l'"reiicli. 
Average yearly s.-ilary of Ingh sciiool tea(4iers. in(4uding sui)erintendent. 



EDUCATION IN INDIANA. 407 

Training of teacliors: 

E. D. Allen. B. 8.. EarlliiUii. 

George L. I)e Vllbiss, A. P.., Indiana rnivcrsily. 

S. n. Walker. 

K. 1'. Noel. A. I'... I'.ntler: A. M.. Indiana I'liiversity. 

Enrollment in high sehool 120 

Total enrollment in grades and high scho(tl 400 

Graduates in l!)o:! 19 

Number ^Yho went to c-ollege G 

Total numlier of graduates 2.'57 

Number who have attended eoUege 40 



PENNVILLE' HIGH SCHOOI.. 

J. E. Heeson. Superinti-ndent. 

Organized. is;!;i. ('(onmissioned. l'.)Ul. 
Superintendents, with dates of service: 

W. T. Knox ] 1)00-1903 

J. P:. Beeson 1908-1904 

Principals and assistants: 

O. O. Emmons 1900-1901 

E. E. Emmons, assistant princi]):il 1900-1904 

Morton Myers 190l-19o:3 

B. B. Baker 1903-1904 

High school teachers and snlijects they teach: 

J. B. Beeson. Political Economy, (Jeometry. History. Physics and 

English Literature. 
B. B. P>aker. American Literature. Chemistry. Latin, Geometry. His- 
tory. 
E. E. Emmons. Algebra. Rhetoric. Physical Geogi-.-ipliy. 
Average yearl.v salary of high school teachers, including superintendent. 

.$.")( M». 
Training of teachers: 

J. E. Beeson. Ph. B. and LL. P... DePauw University. 
B. B. Baker. A. B. Ohio Normal I'niversity. 
E. E. Emmons. ^Marion Normal. 

Enrollment in high school 38 

Total enrollment in grades and high school 224 

Numl)er of girls graduated last year (1903) .i 

Xuniiier of lioys gradu;iled last year (19n:!i 4 

Number in this class that went to college None 

Number of graduates since school was organized 00 

Numl)cr of these who have attended college 10 



408 EDUCATION IN INDIANA. 



PERU HIGH SCHOOL. 

A. A. Campbell, Superinteiideut. 

Organized, ISdl. Co3niiiissioiied, . 

Superintendents, -with dates of service: 

G. G. Manning 1S71-1S92 

R. J. Stratford 1892-1808 

A. E. Malsbnry 1898-1901 

A. A. Campbell 1901-1904 

Principals and assistants: 

Miss Terry. 

Miss Brown. 

Mr. De Hooper. 

A. J. Dipboye. 

W. E. Henry. 

A. D. Moffett. 

L. E. McCord. 

Mr. Armstrong. 

Victor Hedgepetli. 

H. L. Hall. 

Ross Lockridge. 
High school teachers and subjects they teach: 

R. F. Lockridge, History. 

A. J. Redman, Science. 

Thos. P. Berry, Latin. 

Lillian Bappert, r:nglish. 

Elizal)eth Wilson, Mathematics. 

George Demuth, Science and Mathematics. 

Grace Armitage, English. 
Average yearly salary of high school teachers, including supcrinlciidoiit. 

$887.50. 
TiMiiiing of teachers: 

A. A. Campbell, University of Michigan. 

R. F. Lockridge, Indiana University. 

A. .1. Redmond. Indiana ITiiiversity. 

Elizabeth Wilson, Indiana ITniversity. 

Grace Armitage, DePauw University. 

Lillian Bappert, DoPauw Univ(>rsity. 

George Demuth, DePauw TTinvcisity. 

Thomas Berry, State X(ii-mal and Indiana University. 

Enrollment in high scliool 230 

Total enrollment in grades and high school 1,828 

Numlier of girls gradnatt d last year (190o) 26 

Numliei- (if linys graduated l;ist year (190;!) 18 

Number In this class that went to college 7 

Numbei- of gradu.iles since scliool was organized 492 

Numlier of these wIki have atiended college 60 



EDUCATION IN INDIANA. 409 

PETERSBURG HIGH SCHOOL. 

Sylvester Tliompsoii, Superiuteiident. 
Orgauized, 1871. Commissioned, 19f)2. 
Superinteudeuts, -witli dates of service: 

A. M. Bryant 1871-1872 

J. W. Wilson 1872-1874 

W. D. McSwain 1874-1878 

W. H. Linlv 1878-1S81 

A. C. Crouch 1881-1895 

W. H. Foreman 1895-1901 

Sylvester Thompson 1901-1904 

Principals and assistants: 
Sjivester Thompson. 
J. H. Risk. 
Welman Thrush. 
J. N. Risley. 
C. A. Coffey. 
Walter Freanor. 
J. B. Clatz. 
High school teachers and subjects they teach: 

Sylvester Thompson, Geometry and Physics. 
J. H. Risley, Latin, English History, Literature. 
C. A. Coffey, Science, Literature and Rhetoric. 
Walter Treanor, Algebra. 
Average yearly salary of high school teachers, including superintendent 

$G77.50. 
Training of teachers: 

Sylvester Thompson, B. S., Valparaiso. 

J. N. Risley, Indiana University. 

C. A. Coffey, Indiana University. 

Walter Freanor. undergraduate, ^'alpai'aiso. 

Number in high school jq 

Total enrollment in grades and high school (503 

Number of girls graduated last year (19'j:^) 1 

Number of boys graduated last year (190;!j 1 

Number in this class that went to college None 

Number of graduates since school was organized 75 

Number of these who have attended college 30 

PIERCBTON HIGH SCHOOL. 
F. F. Yale, Superintendent. 
Organized, 1870. Connnissioned, 1903. 
Supei-intendents, with dates of service: 

C. P. Hodge 1870-1872 

^- ^^- «™ss 1872-1874 

^•W.Miller I^IA-ISIZ. 

John H. Lewis 1875-1870 

Mary Sanders 1876-1877 



410 EDUCATION IN INDIANA. 

M. F. Scott 1877-1878 

W. J. Spear 1878-1881 

Frank Mc Alpine 1881-1883 

E. J. McAlpine 1883-1887 

Byron McAlpine 1887-1889 

H. J. Gardner 1889-1890 

J. E. McDaniel 1890-1892 

H. E. Cole 1892-1893 

Wm. Eisenman 1893-1897 

Chas. W. Egner 1897-1903 

F. F. Vale 1903-1904 

Principals and assistants: 

F. F. Vale. 

Bertha Sweney. 
Ili.uli scliool teachers and snb.iects they teach: 

F. F. Vale, Orthoepy. Civics, Geometry, Als'ei)ra. Latin, Bookkeeping, 
Physics. 

Bertha Sweney. Al.i^cl.rn. Ilistoi-y. Composition. Rhetoric, Mnsic, 
Literatnrc. 
Average yearly salary of high school teachers, inclnding superintendent. 

^500. 
Training of teachers: 

F. F. Vale, National Normal Fiiiversity. 

P>er1ha Sweney, undergraduate Indiana State Normal. 

Enrollment in high school 37 

Total enrollment in grades and high school 220 

Xnnd)er of girls graduated last year (1903) 

Xundicr of Ijoys graduated last year (19(13) 2 

Xnndicr in this class tliat went to college 1 

Xumhcr of gi'aduatcs since schdol was oi'ganizeil 70 

Xmnlier of tliese who have attended college 7 



pLYMorTii iii(;h school. 

R. .\. R;iiidall. Superintendent. 

Oi-gam'zed. 1870. Commissioned. 1880. 
Superintendents, witli dates of ser^■ice: 

R. A. Chase 1871-1903 

R. A. Randall 1903-1904 

Pi-inci|);ds and assistants: 

1). F. R.>dd. 

Enima Chesney. 

T. P.. Carey. 
lIi,L;li school tea( liers ;ind sulijects they teach: 

D. F, Redd, Science. 

Emma Cihesney, Language. 

Alice Mertz, English and History. 
Average yearly salary of higli school teachers, including suiierintendent, 
!f;881. 



EDUCATION IN INDIANA. 411 

Tniiiiinjx of teachers: 

D. F. Redd, Ashland, Ohio, two and one-half years: Indiana State 
Normal, one year; Indiana Ihiiversity, one term, 
diana University, one term. 

E'mnia Chesney. A. B., Kalamazoo College. 

Alice Mertz, Indiana State Normal: A. P>., Indiana Univ.ersity. 

R. A. Randall, Michigan State Normal: B. S., University of Michigan. 

Enrollment in liigh school 118 

Total enrollment in grades and high school 801 

Number of girls graduated last year (l!Hi:t) 8 

Number of boys graduated last year (10(1^) C, 

Nnndier in this class that went to college 1 

Nundier of graduates since school was organized LMJ!) 

Number of these who have attended college 50 



PORTLAND HIGH SCHOOL. 

Hale Bra (It, Superintendent. 

Organized. ISKI. Commissioned. INTO. 

Superintendents, with dates of service: 

Mr. Hastings -1S7S 

W; C. Hastings ISTS-lSSi) 

Mr. McAlpine 1880-18S1 

Morgan Caro way 1881-1S84 

W. W. Wirt 1884-1887 

II. W. Bowers 188T-18'.r_' 

C. L. Hottel 180:2-1808 

J. E. Neff 1808-1800 

E. F. Dyei- 1899-1001 

J. A. Hill lOni-1002 

Halt Bradt 101il>-1!)ii4 

rriiicipals and assistants: 

W. ( '. Hastings 

Elwood Haynes -1884 

Frank Harris 1884-1885 

K. Van Dermarten 1885-1887 

C. M. McDaniel 1885-1802 

G. W. Meckel 1802-1803 

J. S. Axtell 1803-1804 

J. E. Neff 1804-1808 

Mr. Tyler 1808-1800 

E. W. Gritfith 1890-1901 

H. W. Bowers 1001-1902 

H. H. Journay 1902-1904 

High school teachers and subjects they teach: 
H. H. Journay. Mathematics. 
E. W. Cox, History. 
E\elyn Butler, English. 
Henrietta Hyslop, Language. 
Hale Bradt. Science. 



412 EDUCATION IN INDIANA. 

Average yearly salary of high school teachers, incliuling superintendent, 

$798. 
Training of teachers: 

H. H. Joiirnay, A. B., from Ohio Northern University; also three 
years as undergraduate student at Indiana University. 

E. W. Cox, A.B., from Angola Normal and three years' work done at 
Indiana University. 

Evelyn Butler, A.B., from Butler College; two terms of post graduate 
work at Chicago University and Wisconsin University. 

Henrietta Hyslop, A.B., from Indiana University; two terms of post 
graduate work. 

P^nrollment in high school ; 125 

Total enrollment in grades and high school 1,220 

Number of girls graduated last year (1903) 1" 

Number of boys graduated last year (1903) 7 

Number in this class that went to college 9 

Number of graduates since school was organized 247 

Number of these who have attended college 125 

rRINCETON HIGH SCHOOL. 

Harold Barnes, Superintendent. ^ 

Organized, 1871. Commissioned, 1892. 
Superintendents, with dates of service: 

D. Eckley Hunter 1871-1874 

A. J. Snoke 1874-1890 

P. B. Dresslar 1890-1891 

C. N. Peak 1891-1903 

Harold Barnes 1903-1904 

Principals and assistants: 

Anna M. Small. 

Lizzie Horney. 

Ella Waldo. 

M. O. Andrews. 

Josephine Bruce. 

John A. Ramsey. 

Lida Powers. 

Ruth Gentry. 

Louisa Koehler. 

S. P. McCrea. 

J. C. Hall. 

T. G. Rees. 

Ida F. Welsh. 

F. B. Dresslar. 
H. W. Monical. 
J. H. Edwards. 
Hiram Huston. 
W. F. Book. 

R. S. Munford. 



EDUCATION IN INDIANA. 



413 




Portland High School. 




Princeton High School. 



414 EDUCATION IN INDIANA. 

High school teachers and sultects they teach: 

R. S. Munford, prhiclpal, Sciences. 

Lillian Carter, Latin iuid Botany. 

Af;nes Bross, German and Latin. 

Madeline Norton, History. 

Forrest H Lnnt. E'nglisli. 

^Margaret Morgan, Mathematics. 

Elnia Boyd. Commercial Branches. 

Anna M. Lyndall, Mnsic. 
Average yearly salary of liigli scliool teachers, inclnding snperintendent. 

.f()2S..",:]. 
Training of teacliers: 

Roderick 8. Mnnford, A.B.. Monnionth College. 

Lillian Cartel', A.B., Indiana University. 

Agnes Bross. A. P.., Wisconsin University. 

i\Iai-garet [Morgan. A.B., Ohio Wesleyan. 

Forest F. Lunt. A.I'.., Tuft's College. 

Madeline Norton, A.B., Indiana LTniversity. 

p]lma lioyd, gradnate Fvansville Commercial College. 

Harold Barnes, A. 15.. Kansas University. 

Enrollment in liigli scliool 17!) 

Total enrollment in grades .'inil higli school L450 

Numl)er of girls giaduated last year (lUIUi) 11 

Nundx'r of lioys graduated l.-ist year (1908) 8 

Number in this class tli.-it svent to college 8 

Nundier of graduates since scliool was organized 310 

Numlier of tliose wlio have attended college Unknown 

REDKEY IIICII SCHOOL. 
J. E'. Orr. SninM-inteiideiit. 

Organized. 1801. Cominis.^ioned. 1S:I0. 

Sujierintendents. witii dates of si-rvice: 

W. L. .Morgan 1803-1895 

W. A. ^\'iit 1 805-1897 

( Jeorg(> - E. I )ee 1807-1808 

W. 1). Cliamhers 1808-llNK) 

.1. E. ( )rr 1900-1004 

I'riiiciiuils and assistants: 
\\'. A. Wirt. 
Ceorge E. Dee. 
G. V. Chenoweth. 
C. E. Wilson. 
N. W. Bortuer. 

lligli scliool teachers and suh^ects they te:icli: 

J. E". Orr, Latin. Geometry. English. History. 

H. W. Bortner. Algeltra, G(>ometi-y. Ilistoi-y. English, Science. 

Average yearl.\- salary of high .scliool teachers, including suiierinteiident. 
.$( ;<)(). 



EDUCATION IN INDIANA. 415 

Training" of teaoliers: 

J. E. Orr, A.B., Central Normal. Danville, and nn(ler,L;rnilnate Uni- 
versity of Chicago. 

H. W. Bortner, underuradnate C(>ntral Normal College. Danville. Ind. 

Enrollment in high school ;5<> 

Total enrollment in grades and higli scliool 421 

Number of girls gi-aduated last year (ino:!) 4 

Number of boys gradviated last year (lUOIi) 

Number in this class that went to college 1 

Numlier of graduates since school was organized ^7 

Number of these who have attended college ITnknown 

REMINGTON HKJIT SCHOOL. 

J. N. Spangler. Sni)erintendeut. 

Organized. 1875. Commissioned. 1S8S. 

Superintendents, Avith dates of service: 

L. N. Fonts ■ 1884-1887 

J. C. Dickerson 1887-lS!fJ 

Alfred H. Beldeii 1892-180:5 

Wm. K. Murphy 18!t;',-i;»()l 

M. n. :Marshall Hlill-l'.H):'. 

.1. N. Spangler 1<.IIi:M;)()4 

rrim-ipals and assistants: 

J. N. Spangler 18S9-18ni) 

Mary A. .Johnson 1800-1892 

Wni. U. Murphy 1802-189:5 

U. M. Vanatta 180:5-180.-. 

:Mark Helm ISO.l-LSOC. 

.lohn \. .Tohnson 1800-1808 

.M. K. Marshall 1808-1001 

(Jeorge E. Mitchell 1001-190:5 

Ira B. Kinker 100:5-1004 

High school teacliers and subects they teach: 

J. N. Spangler. (Geometry, Botany and Algebra. 
Ira P. Kinker, English, Chemistry and Bookkeeping. 
Louise Ford, History and Latin. 

Average yearly salary of high school teachers, including superintendent, 

.$g:i8. 
Training of teachers: 

J. N. Spangler, A.B. from Indiana University, and A.M. from LTni- 
versity of Illinois. 

I. P. Kinker. A.I'.. Indiana Univei-sity. 

Louise Ford, A.B., Earlham College. 

Enrollment in high school 47 

Total enrollment in grades and high school 2ri5 

Number of girls graduated last year (190:3) 

Nundjer of lioys graduated last year (190:3) 2 

Number in this class that went to college 2 

Number of graduates since school was organized 127 

Numlier of these Avho have attended college 40 



416 EDUCATION IN INDIANA. 

RENSSELAER HIGH SCHOOL. 

W. H. Sanders, Superintendent. 

Organized, 1877. Commissioned, 1SS5. 
Suiierintendents, witli dates of service: 

G. W. Allen 1877-1880 

Wm. D. M. Hooper 1880-1882 

C. P. Mitc-hell 1882-1884 

P. N. Kirscb 1884-1885 

F. W. Renbelt 1885-1890 

H. L. Wilson 1890-1892 

E. W. Bohannon 1892-1895 

W. II. Sanders 1895-1904 

Principals and assistants: 

Margaret Hill. 

Edgar Taylor. 

H. L. Wilson. 

S. E. Sparling. 

Harry O. Wise. 

E. W. Retger. 

A. H. Purdue. 

Thomas Large. 

E. O. Holland. 

I. TJ. Warren. 

^^'nl. T. McCoy. 

W. O. Hiatt. 
High school teachers and su))'ects they teach: 

W. O. Hiatt, principal. Matliematics and Physics. 

T. J. Headlee, Science. 

E. E. Brooks, INIathematics. 

H. H. Bass, History. 

Helen Wasson, English and Latin. 

Effie Warvelle, English. 

Maude P]. Allen. Latin and Gorman. 
Average yearly salary of high school teachers, including su]UM-intendent. 

$769.37. 
Training of teachers: 

W. H. Sanders. M.A.. Indiana University. 

W. O. Hiatt, A.B., Indiana University. 

T. J. Headlee, A.M., Indiana University. 

E. E'. Brooks, graduate State Normal. 

Miss Maude E. Allen, A.B., Michigan University. 

Miss Effie Warvelle, B.S., University of Chicago. 

Miss Helen Wasson, graduate State Normal. 

Mr. H. H. Bass, M. A.. Wisconsin University. 

Enrollment in high school IGO 

Total enrollment in grades and high school 050 

Number of girls graduated last year (190:!) 14 

Number of boys graduated last year (1903) 

Number in this class that went to college 2 

Number of graduates since school was organized 213 

Number of these who have attended college 113 



nnrrATrnx rx tndiakA. 



417 




Remington High School. 



KISIXG SUN HIGH SL'HOOI.. 
If. li. Thiebaud, Sniieriutendeiit. 

Urgaiiizea, 1875. Commissioned, 1889. 

Superintendents, witli dates of service: 

P- ^- StiUtz 1ST5-1882 

S. S. Overliolt 1882-1885 

E. B. Stevenson ' 18.85-1892 

J. B. Evans 1892-1895 

W. S. Rowe 1895-1899 

R. L. Tliiebaiid 1899-1904 

Principal and assistant: 

Perry Canfield, principal. 

E. Burke Elfers, assistant principal. 

High school teachers and subjects they teach: 

R. L. Thiebaud, superintendent, Latin and Geometry. 
Perry Canfield, principal, English, Science and Latin. 
E. Burke Elfers, assistant principal. History, Algebra and I<:nglish. 

Average yearly salary of high school teachers, including superintendent 
$(580. 

27— Education. 



418 EDUCATION IN INDIANA. 

Training of teachers: 

R. L. Tliiebaud, superintendent. Normal Training, two years; Uni- 
versity, two terms; Moores Hill College, one term. 

Perry Canfield, principal, two years, college. 

E. B. Elfers, assistant principal, university, four years. 

Enrollment in high school 80 

Total enrollment in grades and high school .380 

Number of girls graduated last year (190:}) 8 

Number of boys graduated last year (1908 1 5 

Number in this class that went to college 3 

Number of graduates since school was organized 248 

Number of these who have attended college 72 

RICHMOND HIGH SCHOOL 
T. A. Mott, Superintendent. 

Organized. 1804. Commissioned, . 

Superintendents, with dates of service: 

Josiah H. Ilurty 18o5-18o7 

William I). Henklc i8r)T-18.-)8 

George H. Grant 1858-1800 

George P. Brown 18G0-1864 

Jesse H. Brown 1804-1805 

Wm. A. Bell 1805-1807 

George P. Brown 1807-1809 

James McNeill 1809-1873 

John Cooper 1873-1881 

Jacob A. Zeller 1881-1884 

Justin Study 1884-1890 

T. A. Mott 1890-11J04 

High school teachers and subjects they teach: 

D. R. Ellabargar, principal. Department of Mallieniatics. 

Bertha H Hawkins, Mathematics. 

P. L. Torrence, Mathematics. 

Carolina Stahl. Department of German. 

Elma Nolle, Latin and German. 

M. A. Stubbs, Department of Latin. 

W. A. Fiske, Department of Physical Sciences. 

Katherine P. Schaefer, English and Physical Sciences. 

J. F. Thompson, Department of Biological Sciences. 

C. Augusta Mering, Department of English. 

W. S. Davis, Department of History. 

Carrie Price, Department of Drawing. 

Will Earhart, Department of ^lusic. 

Average yearly salary of high school teachers, including superintendent, 
$993.50. 

Training of teachers: 

Daniel R. Ellabarger. A. B., principal, ludian.'i State University. 
Mary A. Stubbs. A.M., Earlham College. 
Carolina Stalil. studied in Em-ope. 



EDUCATION IN INDIANA. 419 

Elinn I.. Xoltc, I'll. 15.. Earlhnin Colleso. 

C. Ang-ust:i Aferiuii-. A.M.. K:ii-lli;iiii ('ollc^e. 

W. S. Davis, A.M.. Cliicago Fiiiversity and DePanw College. 

Elizabeth Comstock, B.L., Indiana State TTniversity. 

J. F. Thompson, jM.S.. Adrian. Mh-li. 

W. A. Fiske, A.M., Del'anw Eniversity. 

Katherine E. Schaefer, A.P... Iiidian.-i Sl.ite Eniversity. 

Bertha K. Hawkins. A.M., Indi.-ma St.-ite T;niversity. 

Caroline B. Price, graduate Massachusetts Nnrni.-il Art College. 

Will Earh.art. studied in Eurojie. 

Enrollment in high schoul .,-,, 

Total enrollment in grades and liigli sclioo] •> <)-- 

Xund)er of girls gradua1((l last year (]'.)ii:i) -^ 

Xumher of boys gTaduated last year (l!)l);! t^ 

Numlier in this class that went to college ^S 

Xuml)er of graduares since scIkmiI was nrg;iin/ed .-,88 

Xund)er of these who have attended college lOO 




Richmond High School. 



420 PJDVCATJON ]j\r INDIANA. 



ROAOIIDALE HKill SCHOOL. 

Cliarlos W. Dodson, SupcriiitoiuTpnt. 

Organized, ].S!)4. Commissioned, 1902. 
Hnpei'intendents, witli dates of service: 

Edwin C. Dodson irHtl-lDo:] 

Chas. W. Dodson i;tiio-l!»04 

Pi-incipal and assistant: 

Nora Loclvridge, principal. 

Charles McGaughey, assistant. 
High school teachers and snbjects they teach: 

Chas. W. Dodson, Mathematics and Science. 

Nora Lockridge, Latin, English and Lilerafnre. 

Chas. MeCJaiighey, History. 
Average yearly salary of high school tcaclici's. inclnding sni»orintcndent. 

«pt>oo.o.>. 

Training of teachers: 

Charles W. Dodson, Indiana State Normal: Chicago TTnivcrsity. 

Nora Loclvridge, tAVO years' pi'epai'atory worlv, DeTanw. 

Charles McGanghey, DePanw, two years. 

Enrollment in high school 04 

Total enrollment in grades and high school 231 

Number of girls graduated last year (l!M>;i) 7 

Number of boys graduated last year (10O3) 1 

Number in this class that went to college 4 

Number of graduates since school was commisslouvl 13 

Nundier of tlies(> who have ntt(Midcd college ■ 



EDUCATION IN INllTANA. 



421 




ROACHDALE HiGH SCHOOL. 



KOAXN IIKJII SCHOOL. 
J. (". Kcyiiohls, Suix'rintciKk'Ut. 

Organized, 1877. ('oiiniii.s.sioiu'd, iSIto. 

Superinteiiclents, with dates of servit-e: 

Noble Harter 180:MSJ.Kj 

Thos. Berry 1895-1897 

Henry Hiitpensted 1897-189!) 

AVilliam Eiseiiinan 1S99-19UU 

Clyde L. Wagoner 1900-1901 

H. F. Black 1901-1902 

J. C. Reynolls 1902-1904 

I'rineipals and assistants: 
Emerson Clayton. 
Ira Ournbangli. 
U. R. Yonng. 
H. F. Black. 
J. D. DeHnff. 
A. I. Rehni. 
C. AV. Botkin. 

Iligli school teachers and subjects they teach: 

J. C. Reynolds, History and Physical Geography. 

A. I. Rehm, Latin and English. 

C. AV. Botkin. Mathematics and Science. 



422 EDUCATION IN INDIANA. 

Av('rn.j;e yearly salary of )ii,iili school fcai-licrs. inclutliiii;- snitoriiitoiident. 

^(ni\.m-/:i. 

Training of teachers: 

("ollejje anfl normal trainin.y-. all. 

Enrollmenr in hiyh school o4 

Total enrollment in grades and high scliool 247 

Number of girls graduated last year ( r.Hi:;i 3 

Number of boys graduated last year (lillC!! 2 

Number of graduates since school was organized 70 

Nninlier of these who have attended college 33 

KOANOKP] HKill SCHOOL. 

^^'ilI T. Lamlicrt. Superintendent. 

Oi'ganized, IS'j.'!. Connnissioned, 1904. 
Superintendents, with dates of service: 

Thomas I.ai-ge 180;]-1894 

('. I >. l'.i ock 1804-1900 

Will T. Lanil)ert , 1900-1904 

Principal: 

AV. F. Huston, 
ii.gh school teachers and sub'ects they teach: 

\A'. F. Huston. Algebra. English. History. Civics. Tiotany. 

Will T. Landicrt, Latin. Ceometry. I'liysics. 
Avei-age yearly salary of high school tivichers. including superintendent. 

,1!600. 
Training of teachers: 

W. F. Iluston, graduate State Normal. 

Will T. Lnnd)ert. undergi'aduate Failliaiii ('«>l]eg(\ 

Enrollment in lugli school 41 

Total enrollment in grades and high scliool 22r> 

Number of girls graduated last year (lOii:!) .l 

Num1)er of lioys graduated last year (lOlC!) 

Number in tliis class tliat went to college 1 

Numl)er of graduates since sciio;>! Avas oi'ganized 4n 

Nund)er of these wlio have attended college 11 



EDUCATION IN INDIANA. 



423 




RoANN High School,, 



424 . EDUCATION IN INDIANA. 

ICOCIIESTEU llKill SCHOOL. 
D. T. Powers. Supcriutemloiit. 

Oi'gauizrd. ISTti. ( 'oiiiiiiissioiu'il, 1SS4. 

Siiin'rinlciRU'iils. \\\\\\ daU's of sorvico: 

W. J. Willi.'iius 1S72-18S1 

W. II. W.ini lSSl-1882 

.I.'inu's F. Scull 1882-1903 

J >. T. I'owers lU(«-lfM)4 

rriiicilia! and assistant: 

( ). A. Jdlinson, iirincipal. 

High school teachers and snlrects tln'.v teach: 
O. A. Jolnison, Seienee. 

Annette I'owers. History and Mai hematics. 
Margaret llines, E'nglish. 
Mary B. Denny, Latin and German. 

Average yearly salary of high school teachers, including suiierintendent, 

.$sr,;5. 

Training of teachers: 

I). T. Powers, Indiana State Normal; Indiana Slati' I^niversity. 

O. A. Johnson, Junior Indi.ana State University: gr.iduate of Val- 
paraiso College. 

Annette Powers, graduate Indiana State Normal. 

Margaret Hines, gradnate Indiana State Normal. 

]\Iary B. Denny, graduate Dcd'anw University. 

Enrollment in high school 102 

Total enrollment in grades ;ind high school CjI 

Number of girls graduated last year (l'.)n;i) 2 

Number of boys graduated last year (lOit:!) 7 

Number in this class that went to college 2 

The colleges to which these went with number of eac'.'.: 

Rochester Normal College^ ] 

Purdue University 1 

Number of graduates since school was organized 17!) 

Number of these who have attended college 35 

ROCKPORT HIGH SCHOOL. 

P. S'. IMorgenthaler, Snpei'intendent. 

Organizi'd, unknown. Comuiissioued. 1002. 
Superintendents, with dates of service: 

A. II. Kennedy 1878-1889 

Virgil McKnight 1889-1891 

J. H. Tomlin 1891-1894 

K. S. Morgenthaler 1894-1904 

Princi])als and assistants: 

.1. II. B. Logan. 

C. L. PuUiam. 

II. L. lI.iH. 

(>. I'. I'orcniaii. 

(i. I'. Wecdman. 

.1. P. Richards. 



JWrCATlnX IX IXniAXA. 405. 

High school toachors niul snIvN'cts tlicy ic.-idi: 

J. P. Richards, Science and Lilciatiire. 

Helen Morgan, Mathematics. 

Agnes McCreary. Latin and En,ulisli. 
Average yearly sahiry of Iiigh school t...,.l.,.rs. including superintendent 

Training- of teachers: 

F. S. MorgentliaU.r. Indiana State Normal and stu.lent Cliicago Uni- 
versity. 

J. P. Richards. Indiana State Normal. Tayh.r University. 

Helen Morgan. Bethany College. Kansas. 

Agnes :Mc('reary, Oberlin. (). 

Phirollment in high sdiool 

Total enrollment in gi'ades and higli schn..| (.71 

Number of girls graduated last year (IMu.-.i ",- 

Number of boys graduat<'d la!>t year (lOo;!) 

Numlyer in this class tliat went to colleg-e. ............'. 5 

Number of graduates since school was organized. o-O 

Number of these wlio lia\-e attended college. "^^^ 




Rochester Normal University and Rochester Township 
HioH School. 



426 EDUCATION IN INDIANA. 

ROCKVILLE HIGH SCHOOL. 

O. H. Blossom, Superintendent. 

Oryauized, 187(J. t'ounuissioned, 1890. 
Siiperinteudents, with dates of service: 

Mr. Craig- 187G-1S8S 

L. H. Hadley 1888-1892 

John A. Miller 1892-1893 

J. N. Spangler 1893-189G 

J. F. Thornton 1890-1902 

O. H. Blossom 1902-1904 

Principal and assistants: 

Miss H. Hinkle. 

Clara Van Nuys. 

Georgia Byer. 

Delia Brown. 

Georgia Bowman. 

Lillian Snyder. 

O. H. Blossom. 

May Walmsley. 
High school teachers and subjects they teach: 

O. H. Blossom, superintendent. Science. 

May Walmsley, principal. History. English, German. 

Nellie F. Wall^er, Latin and Mathematics. 

Mary Sandl)urg, Eiiglish and Music. 
Average yearly salary of iiigh school teachers, including superintendent, 

$695. 
Training of teachers: 

O. H. Blos.som, A.B., Indiana University. 

May Walmsley, A.B.. Miclugan Univei'sity. 

Nellie Walker. A.B., DePauw University. 

Mary Saudljurg, undergraduate of Cliicago University. 

Enrollment in high school 100 

Total enrollment in grades and liigli school 450 

Number of girls graduated last year (1903) 9 

Number of boys graduated last year (1!K)3) 5 

Number In this class that went to college G 

Number of graduates since school was organized 226 

Number of these who have attended colelge 75 

RUSHVILLE' HIGH SCHOOL. 
A. G. McGregor, Superintendent. 

Organized, 1869. Commissioned, 1900. 

Superintendents, witli dates of service: 

David Graham 1869-1883 

Cyrus W. Hodgin 1883-1884 

James Baldwin 18S4-188G 

B. H. Butler 1 KSS-l ,s<.t3 

Samuel Abercrombie 189:'.-1!MM) 

A. G. McGregor 1900-1904 



EDUCATION IN INDIANA. 427 

Prineipals and assistants: 

Mrs. R. A. :\roffctt 1872-1886 

Mary Henley 18.S(;-188S 

Mary D. Keid 1S,S8-1889 

Sanniel Abercroudiie 1S8!)-18'.>:', 

Mr. Masters 18!»:j- 

Anna B. Collins 1893-1895 

W. C. Barnliart 189r)-190<) 

H. B. Wilson 19( M)-1IX)3 

Hig-li school teachers and snbjects they teach: 
A. F. Stewart, Mathematics. 
Martha B. Lacy, History and German, 
Winifred Muir, English. 
T. A. Craig. Science. 
Inez Abbott, Latin. 
Average yearly salary of high school teachers, inclmling superintendent 
$764. 

Enrollment in high school 151 

Total enrollment in grades and high school 845 

Number of girls graduated last year (1903) 9 

Number of boys graduated last year (1903) 9 

Nnmber in this class that went to college 4 

Number of graduates since school was organized 296 

Nnmber of these who linv(» attended college 70 




Salem High School. 



428 EDU CATION IN INDIANA. 



8ALEM HIGH SCHOOL. 

Lotus I). Cofrinan. SiiiJcriiitciidont. 

Oiyaiiized, ISTli. ('oiiiniissioiKMl. ISSL 
Superintendents, with dates ot scrxice: 

James G. May 1,S72-1S74 

William Ilussell 1874-1877 

J. A. Wood 1877-188.") 

Isaac Bridgmau 1885-1881) 

W. S. Almond 1889-180:5 

Cliai-les E. iNIon-is 1893-1898 

H. B. Wilson 1898-1902 

L. D. GotTman 19<i2-li)n4 

IM'incipals and assistants: 

A. B. Wriglit, prim-ipal. 
Iligli school teachers and sub ccts they tcacli: 

A. B. Wriglit, principal, Mathematics and Science. 
Myrtle E. Mitchell, English and Hislory. 
L. L. Hall, Latin, Science, Mathematics. 
Grace Sntherlin, Englisli I and Eighth <!rade. 
L. D. Coffman, Latin and Mathematics. 
Average yeai-ly salary of high scliool teachers, including su]»ei'intendent. 

.$(!84. 
Training of teachers: 

Lotus D. Coffman, graduate Indiana State Normal and uudei-grad- 

iiate in Chicago and Indiana Universities. 
A. B. Wright, one year in Franklin College, graduate of Indi.ina Siaie 

Normal; undergraduate at Indiana Universily. 
Myrtle E. Mitchell, A.B., Indiana TTuiversity. 
L. L. Hall, Indiana State Normal. 
Grace Sntherlin, Junior at Indiana State Normal. 

Enrollment in high school 10."> 

Total enrollment in grades and high school 488 

Number of girls graduated last year (19(»:'.) 7 

Number of boys graduated last year (1903) 4 

Nunil)er in this class that went to college 4 

Nuudx'r of graduates since school was organized 201 

Nundier of these who have attended college 89 



EDUCATION IN INDIANA. 429 



sp:ymouk high school. 

H. C. MoiitgoiiK'ry, SuptTiiitciuleut. 

Organized, 1S70. Commissioned, 1S7S. 
Superintendents, Avitli dates of service: 

J. C. Houselieeper 1S70-1ST2 

J . W. Caldwell l,S72-18SO 

W. S. Wood 1SS0-1S92 

II. C. Montgomery lS!»2-iIM)4 

I'rineipals and assistants: 

Elizal)eth Granel. 

J. M. Caress. 

H. C. Montgomery. 

Ada Frank. 

T. E. Sanders. 

J. E. Graham. 

Prances Branaman. 
High scliool teachers and suV».jects they teach: 

J. E. Graham, History and Civics. 

Frances Branaman. Science and Matliematics. 

Katherine B. Jackson, German and Algebra. 

Anna L. Hancock, Latin and Electives. 

Ag^nes L. Andrews. English Literature. 

Elenthera V. Davison, Composition and History. 
Average yearly salary of liigli scliool tcichcrs, including superintendent. 

$800. 
Training of teachers: 

II. C. Montgomery, A.B., Hanover College; A.M., University of 
Michigan. 

J. E. Graham, graduate Central Normal College; Butler College, one 
year. 

Frances Branaman, several years at Indiana University and other 
colleges. 

Katherine B. Jackson, student Indiana University, and one year 
Berlin, Germany. 

Anna L. Hancock, A.B., Indiana University. 

Agnes L. Andrews, A.B., the Western College Oxfoi'd O. 

Elenthera V. Davison, A.B.. tlie Western Colle-e, O"fo ;1, O. 

Enrollment in high school 150 

Total enrollment in grades and higli school 1,200 

Number of girls gi-aduated last year (190?>) 7 

Number of boys graduated last year (1903) 10 

Number in this class that went to college 4 

Number of graduates since school was organized 32.3 

Numlier of these who have attended college 65 



430 EDUCATION IN INDIANA. 



SHELP.YVn.LE IIICII St'HOOL. 

J. H. U'oinlin, Supi'iinlt'iident. 

Organized, 18G4. Commissioned, 1S82. 
Superintendents, witla dates of service: 

L. C. Page 1875-1882 

W. H. Ferticli 1882-1887 

J. C. Eagle. 1887-1894 

J. H. Tondin 18!)4-1!M)4 

No exact data prior to 1.S7."). 
Principals and assistants: 

D. O. Coate, principal liigh scliool. 
Higli scliool teachers and subjects they teach: 

D. O. Coate, principal and general assistant. 

Janie Deming, Science. 

Clara J. IMitchell, History and Eiiglisli. 

Mary L. Isley, Mathematics. 

J. H. Henke, Latin. 
Average yearly salary ot high school tcaclicrs. including suiicrnitcndent. 

.'?04(j. 
Training of teachers: 

D. O. Coate, A.l!.. Indiana University. 

Clara J. :Mitchell, A.H., Indiana Cnivcisity. 

J. H. Henke. A.B., Indiana University. 

Enrollment in high school 178 

Total enrollment in grades and high school l.OOS 

Number of girls graduated last year (l!)ii:',i (i 

Number of boys graduated last year (l!M)o) 7 

Number in this class that went to college 4 

Number of graduates since school was organized 804 

Number of these who have attended college 25% 



EDUCATION IN INDIANA. 



431 




Shelbyville High School. 



432 EDUCATION IN INDIANA. 

SIIUALS IIKJII SCHOOL. 

O. 11. (Jriesi, Siipcrintnidcnt. 

Oruiiiiized, 1S'.)'2. t'oinmissioncd, IS'.tS. 
.Siiiicriiitciideiits, -with dates ol' siTvico: 

^^■. V. Mottetf. 

G. W. Wriiiiit. 

W. B. Hoiii-litoii. 

Z. B. Leonard. 

AV. A. M.veis. 

W. A. Bowman. 

O. H. Groist, 
PrinL'ipals and assistants: 

J. M. Twitty. 

INIrs. Z. B. Li'unard. 

JMar.nnerite INIcyi-r. 

Mabel Yenne. 
High school teachers and sul).jects they teaeli: 

O. H. (ireist. Mathematics, Science. Advanced Latin. 

]Mabel Yenne, Bciiinninj;' Latin, Literatnre and History. 
Average yearly salary of hi.uh school teaclu rs, indndin.L;' snperintendont. 

.$1)4(1. 
Training;' of teachers: 

O. H. Greist, Waliasli. 

:\lal)el Yenne, Ph. I).. Oerauw. 

Enrollment in hixh school of) 

Total enrollment in grades and hiuli scIiodI 2SS 

Number of girls graduated last year (lUli:',! 1 

Number of boys graduated last year (ti)i»:;) 1 

Number in this class that went to college 

Number of graduates since school was organized oo 

Number of these who have attended college 15 

SHERIDAN HIGH SCHOOL. 

Abraham Bowers, Suiierintendent. 

Organised, ISST. Conunissioni'd. lirst ISMT: last. V.)02. 

Superintendents, with dates of service: 

T. L. Harris , ISST-ISSS 

C. A. Peterson l.S,SS-1802 

David Wells 1892-1895 

M. H. Stuart 18!)5-18!>0 

C. L. Mendenhall 18!)9-1903 

Abraham Bowers r.tn:!-in04 

IM'incipals.. and assistants: 

W. B. Shoemaker, principal high school. 

Jesse L. Harvey, principal Fii-st AVard grade scliools. 

Miss Daisy Tipton, principal Second A\ard grade scliools. 

High school teachers and subjects tliey le.acl:: 

Alirahani Bowers, siUH'rinleiideiit. (ieinian A and B, C;esar. 



tlWCATION IN INDIANA. 4il^ 

W. J>. ►Sliuriimki'i-, Euii'lisli History, Alyclira, (Jeuiuclry, I'li.vsics, 
Sociology. 

W. H. Hill, Latin, Physiography, Kiiglisli, liouldcocpiug. 

Miss Katherine Hoti'uian, EnglisJi, Cicero, Algebra. 

George W. Scott, Civil (Jovenniieiit, Advanced Aritiunetic, Ancient 
History. 

T. S. Harris, Lecturer in American History. 
Average yearly salary of high school teachers, including suiierintendeut. 

.K>27.4.->. 
Training of teachers: 

Abraham Bowers, superintendent. University of Chicago. ."> years. 

W. B. Shoemaker, A.l!., principal high school. Indi:ina University. 

W. H. Hill, graduate Indiana State Normal. 

George W. Scott, various normals, course incomplete. 

T. L. Harris. A.B., Harvard University. University of Indiana. 

Miss Katherine Hoffman. Sheridan High School. 

Enrollment in high school 141 

Total enrollment in grades and high school G75 

Number of girls graduated last year (1903) 2 

Nundier of boys graduated last year (1903) 

Number in this class that Avent to college 

Number of graduates since school was organized IIG 

Number of tliese Avho h.ive attended college 43 




Sheridan High School. 



28— Education. 



434 EDUCATION IN INDIANA. 

SOUTH BE'ND HIGH SCHOOL. 

Calvin Moon, Superintendent. 

Organized, IStiT. Connnissioned, 1888. 

Superintendents, witli dates of serviee: 

Daniel Eyre 18(iT-1869 

L. E. Denslow l,S(>n-1870 

W. K. Kidd 1X70-1871 

David A. Kwinj;- 1871-1876 

Alfred Kuninier 187(!-1879 

James DuShane 1879-1891 

Calvin Moon 1891-1894 

Prineipals: 

. Daniel Eyre 18(;7-18(i9 

L. E. Denslow 1 S( i! t- 1 ,S7( » 

W. K. Kidd 1870-1871 

Benjamin Wilcox 1871-1875 

James DuShane 1875-1878 

Alfred Kummer 1878-1879 

Charles H. Bartlett 1879-1899 

Eugene F. Lohr 1890-1893 

Stuart MacKiltben 1893-1895 

Mary L. Hinsdale 1895-1897 

John M. Culver 1897-1898 

Dumont Eotz 1898-1901 

Chas. H. Barllett 19;)1-1994 

High sehool teachers and sub ccts they teach: 

Chas. H. Bartlett. princiiial (does not hrar any recitations). 

Esse B. Da kin. Mathematics. 

Calvin O. Davis, History. 

Thekla Sack, German. 

Katherine Campbell, Latin. 

Lilian Brownfield, English. 

Ernest I. Kizer, Chemistry and Physics. 

Clara Cunningham, Botany and Physical Geography. 

Miriam Dunbar, Assistant in English and Mathematics. 

Ellsha M. Hartman, Assistant in Latin and Histoi-y. 

p]thel ^Montgomery, Assistant in Science. 

Dora I. Keller, Assistant in P^nglish. 

O. Odell Whitenack, Assistant in Mathematics. 

Mae Millei-. Assistant in English and History. 

Average yearly salni'y of high school teachers, including supei-iiitendent, 
.$1,918.81. 

Training of teachers: 

Calvin jNfoon. superintendent, 8 years" course V. M. and P. College, 

Valparaiso College. 
Chas. II. Bartlett, principal, A.B. and M.A., Wal)ash College, 4 years 

at Wal)ash. 
Esse Bissoll Dakin, B.S., Cornell University, 4 years. 



EDUCATION IN INDIANA. 



435 



Calvin Olin Davis. A.B., University of Micliit-an. 4 years, and has 
done two4liirds ul' retinired worlv for M.A. de.iil'ee. 

Lilian Browntield, 4 yeai's at DcPauw, '2 years correspondence work 
at Cliicago Univei-sity. Will take M.A. this spring (1W4) at Ohio 
Wesleyan. 

Miriam Dunbar, It.S. (in liiology). Michigan University, 4 years; 
1 term at summer school, University of Chicago. 

Katherine Cami)l»ell, A.B., Michigan University. 3 years. 

Dora I. Keller, A.B. and M.A., Uuniversity of Michigan, 5 years. 

Ernest I. Keller. B.S. (general science), 3 years at Purdue. 

Ethel Montgomery, B.S. and M.S.. Purdue University, 3 years' resi- 
dent work. 

Clara Cunningham, B.S. and M.S., Purdue University, 5 years. 

E'. M. Hartman. M.L., University of Michigan, 5 years. 

O. O. Whitenack. A.B., Indiana University, 1897, 2 years post-gradu- 
ate work. 

Mrs. W. E. Miller, 3 years in University of Cliicago.; A.M. degree in 
i'(>si(lent work. I>nt never wrote the thesis. 




South Bend High School. 



Enrollment in liigli school 413 

Total enrollment in grades and high school 5,409 

Number of girls graduated last year 29 

Number of boys graduated last year (1903) 11 

Numl>er in this class that went to college 14 

Number of graduates since school Avas organized 525 

Number of these who Iiave attended college 121 



436 EDUCATION IN INDIANA. 

SOUTH WHITLEY IIKJII SCIIUUL. 
J. \\ . ("olclicrd. Suiit'i'iiiU'iidunt. 

OryanizL'd. IMSG. Cuiumissioiicd, ISlj;). 

Superintendents, with dates of service: 

G. M. Nal)er 1SS4-18S7 

L. H. Pi-lee 1SS7-1889 

J. E. Merriman I.SSD-ISDI 

(J. H. Tapy lS!tl-lSi)!3 

0. II. Bowman 1S!)!)-1!)():] 

J. W. Colel)erd Il)n:j-l<>u4 

Principals : 

Adele P.ond 1S!)5-1S!JG 

1. T. Melz 1800-1897 

Mis. Bessie I'crry 1807-1000 

H. B. Clnu'cli 10IM>-1003 

E. K. Cliapnian lOlKMOUl 

Assistants: 

Mrs. G. II. Tapy 1804-1805 

Alice Whitman 1800-1807 

C. E. ^^^'ybright 18O7-lO0::5 

Mary C. Strickler IOI):',-10()4 

High school teachers and sul).iects they (each: 

Miss Mary C. Strickler, English and History. 

E. K. Chapman, Mathematics and Science. 

J. W. Coleberd, Latin. 
Average yearly salary of liigli school teacliers. inckiding superintendent, 

$572.8<i. 
Training of teacliers: 

Miss Mary C. Striclder, IMi.H.. Nortliwestern University. 

E. K. Chapman, A.B., Olierlin. 

J. W. Colel)erd, Ph.B.. Wooster. 

Enrollment in high school !).j 

Total enrollment in grades and liigli sclinul 257 

Number of girls graduated last ycai- (10ii:!i 5 

Number of boys graduated last year (lou:!) • 7 

Number in this class that went to college 

Number of graduates since school was organized Ill 

Nundjer of these who have attended college 28 

SPENCER HIGH SCHOOL. 
A. I>. A\'liitni('r. Sn])erinlendent. 

Org.-nii/.cd. islL'. ( 'iiiiniiissioiicd. 1SS4. 

Superinlendents, with dates of service: 

AV. B. Wilson ISTI 1874 

INIrs. Celia Hunt 1874-1881 

S. E. Harwood 1881-1SS7 

Fraidv E. Andei'son 1887-1888 

Harvey Lautz 1888-1891 



P.mJCATTON JN mm AN A. 



43: 




438 EDUCATION IN INDIANA. 

Renos Richards 1891-1897 

Fred L. Poeliiu 1897-1900 

A. L. Wliitmor i;»()(l-T.)()4 

Priucipal.s aud assixtauts: 

Mrs. Celia Hunt. 

Lora Sarcliet. 

Nancy White. 

Lon Abraham. 

L. Bro\^ni. 

Robt. Spear. 

R. J. Aley. 

Martha Ridpath. 

Eva Tarr. 

Chas. W. Egnor, 

Helen Cunningham. 

Chas. Zariug. 

Ed. Oden. 

Alice Milligan. 

Cora Spears. 

Milton Gautz. 

Frank Hughes. 

W. I. Early. 

Jacob Kinney. 

C. D. Mead. 
Assistant principals of high scliool: 

Hattie Elliott. 

O. P. Robinson. 

C. D. Mead. 

Harry A. Miller. 

Florence L. Richards. 
High school teachers and subjects they teacli: 

Florence Richards, Science and Mathematics. 

C. D. Mead, Litei-ature aiul Histoi-y. 

A. L. Whitnier, History and Latin. 
Average yearly sal;n-y of liigli sclnxil Ic-idicrs. including superinlcndt'nt, 

.«f(i90. 
Training of teachers: 

Florence Richards, Ph. I'.., Northwestern T^niversity. 

C. D. Mead, principal, I'n.l*.. DePauw TTnivcrsity. 

A. L. Whitmer, A.M., lii(li;in.i T^nivcrsity. 

Enrollment in high school !»:} 

Total enrollment in grades and liigli scliool 4(18 

Numlier of girls gi-aduated hist year (19():!i 2 

Numlier of boys graduated last ye;ir ( l!tii:!i 11 

Number in this class that went to cdllege 5 

Number of graduates since scliod! was organized 221 

Numlier of tliese who have :itti'ii(ie(l college 97 



EDUCATION IN INDIANA. 



439 




SUMMITVILLE HIGH SCHOOL. 

A. C. AVoolley, Superintendent. 

Organized 1894. Comuiissioned. 1898. 
Superintendents, with dates of service: 

Oriu E. Walker 1894-1897 

Thomas Smith 1897-1900 

A. C. Woolley 1900-1904 

Principals and assistants: 

Wm. H. Traster 189G-1897 

A. C. Woolley 1897-1900 

C. E. Greene 1900-1904 

High school teachers and sul).iects tliey teach: 

A. C. Woolley, Algebra, (ieometry, Aritlimetic. Boolclceepiug. 
C. E. Greene, Latin, Physics, Chemistry, Ancient History. 
Katheriue Grithn. German, English. Englisli and United States His- 
tory. 
Average yearly salary of high schuol teachers, including superintendent, 

$616.66%. 
Training of teachers: 

A. C. Woolley, A.B., from Indiana University, 1897; also graduate 

Indiana State Normal School, 1893. 
C. E. Greene, graduate Indiana State Normal Scliool, 1897: also stu- 
dent Indiana University 1 term. 
Katheriue Griffin, A. B.. Butler -College, 1903: also student Chicago 
University, half year. 



440 KDVCATION IN INDIANA. 

K'luollnient in high sclinul 42 

Total oiirollment in yrailcs anil hii;ii school 332 

Nnmhcr of ,i;irls graduated last year (l!»n;;) 4 

Nnmlier ol" hoys graduated last year (lllilo) 2 

Numher in this class that went to college 1 

Numher of graduates since school was organiz^sd 30 

Numher of these who have attended college 10 

SULLIVAN HIGH SCHOOL. 

W. ('. McCollough. Su])erintendent. 

Organized, . Coinniissioned. lSr)2. 

Su])erintendents. Avitli dales of service: 

W. R. Nesi)it 1SS()-18!)1 

S. E. Ra ines 18!)1-1895 

AV. T. Reid 1895-1896 

W. C. McCollough 1890-1904 

Principals and assistants: 

A. G. Mc'Hah 1894-1897 

J. W. Walker 1897-1898 

Ira H. Larr 1898-1899 

V. M. Price lS!>:i-1904 

High school teachei-s and sub.jccis lliey teacli: 

V. M. Price, pi'lncipal. liotany, Pliysics, I'hysical (Jeography. 
Laura E, Irwin, History, Latin. 
Adah Shafer, English, German. 
A. L. Ratcliff, Mathematics. 
Average yearly salary of high scliool teacluM's. including superintendent, 

ip7r,3. 
Ti-aining of t(>acliers: 

W. C. McCollough, A.:M., T'niversity of Michigan. 
F. M. Price, A.P>.. Indiana University, 
liaura E. Irwin. A. P.., Indiana University. 
A. L. Ratcliff, A. P., Union Christian College. 
Adah Shafer, Ph.B., DePauw Univ(>rsity. 

Enrollment in high school 90 

Total enrollment in grades and higli scliool 800 

Number of girls graduated last year (191):',) 8 

Numher of hoys graduated last year (1903) (i 

Niimliei' ill tills class tliat went to college 

Numlier of graduates since scliool M'as org;inized 300 

Nuiiilicr (it I liese wild lia ve at teiidcil collf^i' 40 



EDUCATION IN INDIANA. 



441 




SwAYZEE High School. 



442 EDUCATION IN INDIANA. 

SWAYZEE HIGH SCHOOL. 

Elmer E. Petty, Superintendent. 

Organized, September, 1898. Commissioned, September. 1902. 
Superintendents, with dates of service: 

O. D. Clawson 1898-1901 

C. S. Stubbs 1901-190?. 

E. E. Petty 1903-1904 

Principals and assistants: 

E. E. Heeter, principal. 

T. B. Loer, assistant. 
High school teachers and subjects they teach: 

E'. E. Petty, History, Botany, Physical (it'ograjiliy and Literature. 

W. E. Rauch, Music. 

E. E. Heeter, Mathematics, Latin, Chemistry, Physics. 

T. B. Loer, Rhetoric. 
Average yearly salary of high school teachers, including superintendent. 

Training of teachers: 

Superintendent Elmer E. Petty, graduate Indiana State Normal 
School and Indiana State University. 

E. E. Heeter, undergraduate Chicago Ciii versify. 

Elnrollment in high school 42 

Total enrollment in grades and high school 250 

Number of girls graduated last yeai' (l!»(»;b 1 

Number of boys graduated last year (1903) 1 

Xuml)er in this class that went to college 

Number of graduates since scliool was organized 4 

Number of these who have attended college 1 

TERRE HAUTE IIKUI SCHOOL. 

Wm. H. AViley, Superintendent. 

Organized. 1S(>:!. Commissioned. 1873. 
Superintendents, with date of service: 

Wm. M. Ross 18o3-1854 

James H. Moore 18(>0-1862 

.Toseidi W. Snow 18(12-1863 

John M. ( )lcott 18<J3-18r,9 

Wm. II. Wiley 1869-1904 

Principals and assistants: 

Wm. H. Crosier. 

Wm. H. Wiley. 

Wm. H. Valentine. 

Lizzie P. Byers. 

Howard Sandison. 

W. AV. Byers. 

Albert L. Wyeth. 

Charles S. Meek. 

"VVm. A, Lake, 



EDUCAriON TN INDIANA. 



443 




444 EDUi'ATION IN INDIANA. 

i 

High .school teachers and siilueets they teach: 
W. A. Lake, principal, Latin. 
Lydia Whitaker, Assistant Latin. 
Jessie Keith, Greek and A.ssistant Latin. 
Mary Stimson, Assistant Latin. 

B, A. Ogdon, English. 

Marietta Grover, Vice-Principal and Assistant I'.nglish. 

Alice C. Graff, Assistant Englisli. 

Blanche Freeman, Assistant English. 

Louise Peters, Assistant Englisli. 

J. C. Piety, History. 

Louise Barbour, Assistant History. 

Elisabeth Messmore, Assistant History. 

Rebecca Torner, German. 

Tillie T. Nehf, Assistant German. 

Anna B. Hoffman, Assistant German. 

C. J. Waits, Mathematics. 

Sarah Scott, Assistant Mathematics. 

Katherine Walsh, Assistant Mathematics. 

Ida B. Ensey, Assistant Mathematics. 

F. H. Stevens, Assistant Mathematics. 

J. T. Scovell, Science. 

Lucy Youse, Assistant Science. 

W. H. Kessel, Assistant Science. 

T. H. Grosjean, Chemistry. 
Average yearly salary of high school tcat-hers. including superintendent, 

.$844.40. 
Training of teachers. 

All have l)een trained in the high school. Seventeen ari» graduates of 
the Indiana. State Normal School. Nine are graduates of colleges 
and universities. 

Enrollment in high school (jC'.l 

Total enrollment In grades and high school 7,517 

Number of girls graduated last year (lilOoi 52 

Numljer of boys graduated last year (1003) 2o 

Number in this class that went to college 51 

Number of graduates since school was organized \.:\V2 

Nundjer of these wlio have attended college 

THOKNTOWN IIKHI SCHOOL. 
T. C. Kennedy, Supi'rintendent. 

Organized, 18G8. Comnussioned. 1800. 

Superintendents, with dates of service: 

A. E. Malsbary 1800-1808 

L. B. O'Dell 1808-1002 

T. C. Kennedy 1802-101)4 

I'rincipals and assistants: 
R. B. Duff. 
Carrie M. Little. 
O. Claude Kinnic k. 



EDVCATWN IN INDIANA. 



Ul 



Iiii;li school ti'iu-luTs aiul sulijccls llicy leach: 

II. B. Duflf, Latin, History. 

Carrie M. Little, Gei-niaii. P.otany. En.tilisli. 

O. Chiiide Kiimiclv. .Malhcmatics, IMiysics. 

T. C. Kennedy, JNIedia'val and Modern History, Senior English. 
Averayc yearly salary of liigli school teachers, including superintendent, 
.$(i20. 




Thorntown High School. 

Training of teachers: 

R. B. Duff, A.B., Indiana University. 

Carrie M. Little, A.B., DePauw University. 

O. Claude Kinnick, State Normal. 

T. C. Kennedy, State Normal, undergraduate Indiana University, two 
terms; graduate of Commercial Department Northern Indiana 
Normal School and Business Institute. 

Enrollment in high school 73 

Total enrollment in grades aud high school 403 

Number of girls graduated last year (lllO.'li 5 

Number of boys graduated last year (190.3) 5 

Number in this class that went to college r, 

Number of graduates since school was organized ir>4 

Numl)er of these who have attended college 40 



446 EDUCATION IN INDIANA. 

TIPTON HIGH SCHOOL. 
I. L. Conner, Superintendent. 

Organized, 187o. Couinilssioiied, 1S85. 

Superintendents, with dates of service: 

H. L. Rust 1872-1873 

J. C. Gr(\y,i;- 187:M87(j 

A. B. Tluusher lS7(i-1877 

J. W. Stuart 1877-1881 

A. F. Armstrong 1881-1882 

W. H. Clenunens 1882-188:3 

A. I). Moffctt 188-t-188r. 

C. K. Sutton 1885-188*; 

M. F. Riekoff 1880-1890 

E. A. Reniy 1890-1895 

C. D. Higby 189.-.-1896 

F. L. Jones 189ti-1899 

J. A. Hill 1899-1900 

I. L. Conner 19U0-1^X)4 

I'lincipals and assistants: 

0. C. Flanagan. 
J. M. Ashley. 
John A. Hill. 

F. C. Whiteomb. 

1. L. Conner. 

E. E'. Hosteller. 
Teachers and subjects they teach: 

E. E". Hosietler. Mathenialics. 

lilanche Kununer, English. 

Eleanor Tonn, Latin and Modern History. 

J. H. Stuckrath. German. Ancient History and Science. 

I. L. Conner. Science. 
Average yearly salary of high school teacliers. including superintendent. 

.$7.-.:',. 
Training of teachers: 

Eleanor Tonn. graduate DePauw Fniversity. 

Blanche Kummer, graduate Leland Stanford .Tiv T'nivcrsity. 

J. H. Stu(l<i-;itli. graduate Iowa Normal College. 

E. E. Ilostetler. gi'aduate Otterbein I'niversily. 

I. L. Conner, graduate Purdue TTnivei'sity. 

Flora Whai'ton. graduate Indiana State Xonnal Sclionl. 

E'nrollnuMit in high school llo 

Tola! eiuoijnient in grades and high scliool 7.>lt 

.Xmnber of gills graduated last ye;ir (19li:!i 4 

Number (if boys gi'adnated List year I l'.lii:',i 8 

\und)er in tins class that went (o college 4 

Nundier of gi'aduates since school was organized 192 

Number of these who ha\"e attended college <>(• 



EDUCATION IN INDIANA. 



447 




LMOX (ITV llUni SCllUUL. 

L. N. nines. Snperintendeut. 

Organized, ISTO. Commissioned, 1S72. 
Superintendents, with dates of service: 

F. A. Meade 1880-1882 

Fred Truedly 1882-1SS8 

J. R. Hart 1888-1893 

Susan Patterson 1893-1895 

H. W. BoAvers 1895-1901 

L, N. Hines 1IK)1-19()4 

Principals and assistants: 

Fred Truedly. 

Mrs. F. A. Meade. 

H. W. Bowers. 

Nellie Deem. 

Ethelbert \\'oodl)urn. 

James H. (iray. 
Teachers and subjects they teach: 

James H. Gray, Mathematics and History. 

Troy Smith, Science, History antl I>iterature. 

Frank Trafzer. Latin and English. 

L. N. Hines, Rhetoric. 



448 EDUCATION IN INDIANA. 

Average yearly salary of liiyli school teachers, includiiii;- superintendent, 

$890. 
Training- of teachers: 

L. N. Hines, graduate Indiana University, post-graduate student Cor- 
nell University. 

James H. Gray, graduate of Indiana State Xoi'inal. 

Troj^ Smith, graduate of Indiana University. 

Frank Trafzer, gradiiate of Kldgeville eollcgc. liolds a State life 
license. 

Enrollment in high school 85 

Total enrollment in grades and high sclioni 526 

Numl»er of girls graduated last year (l'.)it:;i 10 

Number of boys graduated last year (lOiK!) 2 

Number in this class that went to college 

Number of graduates since school was organized 249 

Number of these who have attended college 50 



UPLAND HIGH SCHOOL. 

W. W. Ilolliday. Su])ei-inteiident. 

Organized, 1S77. Commissioned. V.iDl. 
Superintendents, witli dates of service: 

A. B. Thompson ISOT-ISHS 

E. A. Clawson 1898-1900 

W. W. Holiday 1900-1904 

Principals and assistants: 

C. C. Whltemau, prlncii)al. 

Daisy Kline, assistant. 
High school teachers and subjects they teach: 

C. C. AVhiteman, Algebra. (Jeometry. Physical (Jeography, Botany, 
English and History. 

Daisy Kline, Latin, Liteiature, Khi'toi'ic. General Illstoi-y. 

W. W. Holiday, Chemistry, Pliysics, Ti-igoiiomelry. 
Average yearly sal.-iry of liigh school teachers, inclniling sui>erintendent, 

$580.00. 
Training of teachers: 

W. W. Holiday, 4 years in comnioii scliools. 7 years in superintend- 
ing and teaching in liigii scliools. normal woi'k at Northern Indi- 
ana Normal School. 

C. C. Wliiteman, years in common schools, 4 years as i)i'inclpal of 
high school, normal work at Northern Inili.-ina Norm.'il School. 

Daisy Kline, 4 years in common school, liiree years as high school 
teacher, normal woi'k ;it 'i";iylor Cnivei'sily. 

Enrollment in hl.gh school 54 

Total enrollment in grades and high school 422 

Number of girls graduated last year (19o:',) 5 

Number of boys graduated last year (lOO.'Si 

Number in this class thai went to college 2 

Number of graduates since scliool was organized 27 

Number of these who li.-ixe at lei id ed college 10 



EDVCATTON TN INDIAN A. 



440 




29-Education. 



450 EDUCATION IN INDIANA. 

VALrAKALSO HIGH SCHOOL. 

A. A. Hugliiirt, Supcrintcndciil. 

Organized. 1S7U. Commissioned, . 

Superintendents, witli dates of service: 

W. H. Banta. 1870-1893 

C. H. Wood 1893-1902 

A. A. Huf^liart 1902-ltM)4 

Principals and assistants: 

Jas. MacFetricli. 

Susie Slcinner ('am]ilicll. 

Nona MacQuillvin. 

Reljecca P.artliolomew. 

Martlia Fnrncss. 
Hiyli scliool teaclicrs ;ind subjects rlicy teacli: 

Maljel P.enncy. Latin. 

Eugene Slvinlcle, ^Matlicniatics. 

E. S. Miller. Science. 

Nona MacC^nilkin. English. 

Minnie ]\Iclnt,vre. Assistant Englisli. 
Average yearly salary of hiuh school teachei-s, including superintendent. 

.$820. 
Training of teachers: 

Nona McQuilkin, undergraduate Chicago Pniversity. 

Mabel Benney, Ph.D., Chicago University. 

Eugene Skinkle, . 

E. S. Miller, A.M.. Indiana ITniversity. 

Minnie Mclntyrc. uiidei graduate of Chicago Fni versify. 

Enrollment in higli school 133 

Total enrollment in grades and high school 927 

Nund)er of gii-ls graduated last yeai' (P.m:!) 7 

Number of boys graduated last year (19i):;i 5 

Numlx'r in this class that went to college 1 

Niunlx'r of graduates sinci> school was organized 378 

Nundiei- of ttiesc who have attended colh'ge 4 

VEEDE'HSBUPvO HKHI SCHOOL. 

\\'. C. l'.randcnl)urg. Supi'riiilendi'nt. 

Organized. 1899. Connnissionod, 1901. 
Superintendents, Avith dates of service: 

W. E. Carson 1898-1899 

W. C. Brandenburg " 1899-1894 

I'rincipals and assistants: 

L. M. Barker, princlj)al. 

O. E. McDowell, tirst assistant. ' 

Loyola MacConnis, second assistant. 

Daily Sumniernian. pi'incii)al grades. 



EDUCATION IN INDIANA. 451 

High school teachers and subjects they teach: 

L. M. Karker, En.L;lish and Botany. 

O. E. McDowell, Mathematics, Physics and ZoiUogy. 

Loyola MacConias, Latin and American History. 

W. C. Brandenburg. History. 
Average yeai'ly salary of high school teachers, including superintendent, 

.$72!». 
Training of teachers: 

W. C. Brandenburg, B.S., from Westtield College, Westfield, 111.; 
spent 4 years in work. 

L. M. Barker, undergraduate in Indiana University; spent 3% years 
in work. 

O. K. McDowell, undergraduate in Butler University. 

Loyola MacComas. undergraduate in Indiana University. 

Enrollment in high school 60 

Total eni'ollment in grades ami high school 371 

Number of girls gi'aduated last year (1903) 9 

Number of boys graduated last year (1903) 

Number in this class that Avent to college 7 

Number of graduates since school was organized 37 

N\imber of these Avho have attended college 15 

VE'VAY HIGH SCHOOL. 
Ernest Danglade, Superintendent. 

Organized, 1803. Commissioned, 1902. 

Superintendents, with dates of service: 

AV. O. Wyant 1863-1865 

.lolni P. Bous 1865-1866 

Hamillon S. .AIcKae 1866-1867 

R. F. Brewington 1867-1871 

M. A. Barnett 1871-1872 

A. O. Reubelt 1872-1878 

P. T. Hartford 1873-1881 

T. G. Alford 1881-1884 

A. Hildebrand 1884-1886 

Wm. B. .1. Sti'atford 1887-1891 

A. L. Tr;ifelet 189M9<KI 

Ernest Danglade 1900-1904 

Principals and assistants: 
.Inlia Ij. Knox. 
<!race Stepleton. 
Hannah Waldenmaier. 

Higli scliool teachers and sulijects they teach: 
•Inlia L. Knox, Literatiu-e. 
(4race Stepleton, History. 
Hannah Waldenmaier, German. 

Average yearly salary of high school teachers, including superintendent. 
$546.6673. 



452 EDUCATION IN INDIANA. 

Training oT Icadi'is: 

El-nest Dan.L'iadc. r..S.. r.nclitcl ("nllc-c. 

Julia L. Kudx, undcrurailnaic Indiana I'nixi'rsily. 

(Ti'uce 8t('iilcl(iii, undci'i;! a(lnat<' Indiana l'ni\frsity. 

Enrollment in lugli sdionl . 70 

Total enrollment in grades and liigii schoijl '.','.',0 

Number of girls graduated last year (I'.lOo) 7 

Number of boys gi-aduated last year (T.M):'>t o 

Number in this elass that went to college 4 

Numiier of gradnab ^- since scliool was organized o!)2 

NumJjer of tliese who liave altended college 05 

N'lXCEXXES IIICH SCHOOE. 

A. E. Ilumke. Sniiei inteiidcnt. 

Organized, 1S71. ( "nniniissioned. . 

Superintendents, witli dal( s of s^'rvice: 

A. W. Jones 1S71-1873 

T. J. Cliarleton 1873-18S0 

R. A. Townsend , ISSO-ISSl' 

Edward Taylor ISSi'-ISItl 

Al))ert Edward Ilumke 1S'.)1 l'.u>4 

I'rincipals and assistants: 

R. A. Townsend. 

Annabel Flendng McClnrc 

Pliilmer Day. 

A. C. Yoder. 

O. V I'orenian. 

C. E. Morris. 
High school teacliers an^l subjects they teacli: 

C. E. INIorris, I-higiish. 

O. F. Fidlar. Science, 

Eflie A, I'atee, (Jernian, 

Edith Raveiiscroft, Lalin. 

J. C. Sti'atton, Matliematics. 

Cora A. Snyder, llis1oi-y. 

Katherine l''oley, common school hr;inclies. 

AIl)ert Price, assistant in Science. 

Rosa Rush, assistant in English. 
Average yearly salary of liigh school teacliers. including superintendent. 

!f:7r.o. 

Training of teacliei's: 

C E. Mori-is, gi'aduate of Indiana State Norni.al Scliool and Indiana 

TTniversity. 
O, F. Fidlar, gradiiafc of Indiana State Xornial Sclionl. 
Albert Price, gi-aduale of Indiana State .Xonnal Scliool. 
Rosa Rnsli, graduate of ie.di.-nia Stale Xoi-mal School. 
Etiie A. I'atee, gi-aduateof I»(d';!uw I'nivcrsily. 
Edith Uaveiiscrol'l. gi'aduate of IteTauw I'niversity. 



EDUCATION IN INDIANA. 



453 



J. ('. Stratton. .^radunlc of Iiidi.-nia TTiiivcrsity. 

Cora A. Snyder, iiraduatc of Indiana University. 

Katherine Foley, graduate of Ft-rris Institute. 

Enrollment in high sehool 220 

Total enrollment in grades and higli sduiol 2.()S(; 

Number of girls graduated last year (l!)i»:;i 17 

Number of boys graduated last year (liH).".) r, 

Number in tliis class that went to cojlrgc ;> 

Nund)er of graduates since scliool was oi'ganiz'.'d :12S 

Number of these wlio have attended colleuc 7." 




ViNCEN.NES High School. 



454 EDUCATION IN INDIANA. 

WABA8H HIGH SCHOOL. 

Adelaide S. Baylor, Superintendent, 

Organized. 18U9. Commissioned. 1885. 
Superintendents, with dales of service: 

Pleasant Bond 1869-1871 

J. J. Mills 1871-1873 

I. F. iNIills Spiius term of 1873 

D. AV. Thomas 1873-1886 

M. W. Harrison.. 1886-1903 

Adelaide S. Baylor 1903-1904 

Principals and assistants: 
I'rincipals— 

J. .1. Mills. 

I. F. Mills. 

Levi Beers. 

Mary Byid. 

Miss Willets. 

Lizzie Horney. , 

A. M. Huycke. 

Adelaide S. Baylor. 

Cyrus W. Knouff. 
Assistants — 

Adelaide Baylor. i 

Anna Rnell, 

Aymez Pettit. 

Grace McHenry. 

Emma Bain. 

Bettine Amoss. 

Ella Maybach. 

Minnie Flinn. 

Walter Bent. ; 

Olive Foucher. 

Jane Pettit. 

Georse Hoke. 

Olive Beroth. 

Alice Robson. 

Miss Heine. 

T. A. Hanson. 

Hazel Ilarter. 

Clara Haas. 

Florence Ross. 

Alice Carey. 

Anna Carey. 

Waller G reckon. 

.Tessie i'lionipsoii, 

Estella Moore. 

Herman Fischer. 

Beatrice ILiskins. 

EniniJi Biirnettc, 



EDUCATION IN INDIANA. 



455 



Mary Sullivan. 
Edna Miinsoii. 
JNIancl Anthony. 
High school teachers and subjects they teach: 
Cyrus W. Knouff, History. 
Estella Moore, History. 
Walter Greeson, Physics and ('hcniistry. 
Edna Munson, Gcrniau. 
Emma Barnette, Latin. 
Herman Fischer, Mathematics. 
Maud Anthony, Biology. 
Alice Carey, English. 
Beatrice Haskins, English. 
Mary Sullivan, Commercial Department. 
Minnie Laver. Free Hand and Mocliaiucjil Drawinj 
Cora Small. Music. 




Wabash High School. 



456 EDUCATION IN INDIANA. 

Average yearly salary of lil.uh school teachers, including- superintcntlent, 

$744.55. 
Training of tcaclicrs: 

Cyrus W. Knoulf. A. !>.. Lake Foresl. 

E'stella iMoore, uudergradnatc T'nivi rsity of Chicago. 

Waiter (irceson, B. S.. ]'urdue T'iii\ cisity. 

Edna Munsoii. A. 1',.. Oxford. Ohio. 

Maud Anthony. M. A., Lake Forest. " 

]Mary Sullivan, undergraduate Business Colleges of Detroit and In- 
dia najxtlis. 

Beatrice llaskins, A. 1'... Cniversity of Michigan. 

Alice Carey, A. B.. Oherlin. 

Emma B.ariielte. A. B... Otterliein. 

Ilerniau I'Mscher. A. B.. Wheaton. 

Minnie Laver, graduate of Art Institute, Chicago. 

Cora Small, undergraduate, Oxford, Ohio. Has studied in several 
schools of music. 

Enrollment in high school olO 

Total enrollment iu grades and Jiigh scliool 2.(in5 

Number of .girls graduated last ye.ir ( l!iii:;i ;!2 

Number of boys graduated last year (l'.)i):!i 10 

Number in this class who went to college 7 

Niimbi'V of graduates since school Avas organized 5;>1 

Number of these who have attended college 135 



EDUCATION IN INDIANA. 



4 a 1 




W 



458 EDUCATION IN INDIANA. 



WALKERTON HIGH SCHOOL. 

A. E. Clawsuii. SuiicrintciKU'nt. 

Ori;anized, 1884. Commissioned, V.Ml. 
Superiutendents, with dates of service: 

I. C. Hamilton 1901-1902 

A. E. Clawson 1903-1904 

Principals and assistants: 

J. A. Jones. 

A. E. Rowell. 

A. H. Barber. 

John Bear. 

S. C. Urey. 

A. E. Jones. 
William Clem. 
J. W. Rittenger, 

B. S. Steele. 

A. S. Whitmer. 

Elmer McKessen. 

O. V. Wolfe. 
High school teachers and sul).iects they teach: 

A. E. Clawson, I'liysics, Botany, Zoi'dogy. Algebra. Geometry. Trig- 
onometry. 

O. \. Wolfe, Rhetoric and Composition. American and English liit- 
eratnre. Ancient, Median'al and Modern History. Latin (Ix'ginning 
Ca?sar), Cicero, Virgil. 
A.verage yearly salary of higli school teachers, including superintendent. 

$520. 
Training of teachers: 

A. E. Clawson, A. I!., from Indiann Tiniversit.v. 

O. V. Wolfe, und(>rgraduate of Valparaiso College, five terms. 

Kate Togarty, graduate of home schools. 

Edna Vincent, gi'aduate of home schools. 

Mrs. Lizzie Townsend. grndnate of riymoutli Iligli Scliool: ixinder- 
garten work in Chic-igo. 

Eni'ollment in high scliool 8.3 

Total enrollment in gr.'ides and liigli school 240 

Nuni))er of girls graduated Inst year (liM);',) 3 

Nund)er of boys graduated last year (19().".) 5 

Number in this class that went to college None 

Number of graduiites siiice school was organized 00 

Nund)er of tliese wiio have attended college 15 



EDUCATION IN INDIANA. 459 

WASHINGTON HIGH SCHOOL. 

W. P. Axtell, Superintendent. 

Organized, ISTfJ. Commissioned, 1898. 
Superintendents, witli dates of service: 

Mr. Cole — 

D. E. Hunter 1876-1885 

W. F. Hoffman 1885-1894 

W. F. Axtell 1894-1904 

Principals and assistants: 

A. O. Fulkerson. 

Jos. L. Wallace. 

C. F. Maxwell. 
High school teachers and subjects they teach: 

Hamlet Allen, Geometry. 

H. R. Gers, Chemistry and German. 

H. C. Wadsworth, Biology. 

Sue H. Reece, Latin. 

J. M. Vance. English. 

C. G. Liebhardt. Algebra and History. 

J. M. Black, Music. 
Average yearly salary of high school teachers, including superintendent. 

$862.50. 
Training of teachers: 

W. F. Axtell. A. B., Indiana I'niversity: student Chicago University. 

H. Allen, undergraduate of Franklin College. 

H. Wadsworth, B. S.. Indiana ITniversity. 

H. R. Gers, B. S., Indiana University. 

J. M. Vance, undergraduate Indiana University. 

C. (t. Lielihardt. undergraduate Indiana ITniversity. 

Sue II. Reece, A.B., Indiana University. 

J. M. Black, Music. 

Enrollment in high school 162 

Total enrollment in grades and high school 1,600 

Number of girls graduati'd last year (1903) 15 

Numl)cr of boys graduated last year (1903) 9 

Nund)cr in this class that went to college 3 

Number of graduates since school was organized 300 

Number of these who have attended college 75 



WATERLOO HIGH SCHOOL. 

W. S. Almond, Superintendent. 

Organized, 18G5. Commissioned, 1887. 
Superintendents: 

M. M. Harrison. 

L. B. Griftin. 

H. H. Keep. 

M. D. Smith. 



460 EDUCATION IN INDIRA. 

Principals and assistants: 

II. M. Coo. 

Ml-. rvin.uAvalt. 

M. li. Sniitl). 

]\Iary L. Li']>])('r. 
High scliool teaclicrs and subjects they teacli: 

Mary L. Lciiiici'. Matliematics. I.atin, l'.ni)l<l\(M'itinii-. English. 

W. S. Almond. Scicnr-e, History, Civics, English. 
Average yearly salary of high school teachers, including superintendent, 

Training of teaclieis: 

Two, nornud scliodl; cue, F.nllcr: (inc. Mrs. lUnker's kindergai'ten; 
one, .Vnn .Vrlioi'; one. higii school. 

Enrollment In high scIhidI 4'J 

Total enrollment in grades and high sclun)! 27.") 

Number of girls graduated last year (Uin.",) 2 

Number of boys gi-aduated last year (T.H!:!) 3 

Nundier in this class that went to college None 

Nundiei- of graduates since school was org.-inized No record 

Nund)er of these who have attended college No data 

WA\'ELANr) IIKJII SCHOOL, 

linpi'i'l Simpkins. Sn])erinten(lenl. 

Organized, ISSl. ( 'ommissioned, llllll. 
Superintendents, willi dales of service: 

(ieorge li. ( !iiy. 

Marcus A. MoMill. 

W. V. Mangrum 190i)-in03 

Rupert Simpkins 1003-1904 

Principals and assist.-mts: 

]Monta Anderson. 

P.ertha M. Switzer. 

Kose ( 'unningliam. 
High school teachers and sub.lects they teach: 

Rupert Simpkins, History, Mathematics .-ind Pliysics. 

Monta And(M'son, Latin, l<higlisli and Music. 

Rose Cunningham. Physioldgy. (Jeogi-aiihy. ('(unni 'rcial < iengi-aiiliy. 
Alg('lpi-;i. ("(pniiKisilinn and Lilei'.-iture. 
Average yearly salary of liigli school leaciiers. including supcrinicmlcnt, 

.$533. 
Ti'aining of teachers: 

Kupert Simi)kins. A. B., M. A.. LL. P... Indiana I'liiveisily. 

Monta Anderson, graduate Slate Noian.al. 

Rose Cimningham. gradn.-ite State- Normal. 

Enrollment in high school 'H 

Total enrollment in gr.ades and liigli sclicoj 24d 

Nnmlier of girls grjiduated l;isl year (lltli:!) S 

Nundier of lioys gradnaled l.-isl year (IDd.".) "> 

Nundier of eacli in III is (4ass llial went I o college 1 

Nundiei' of graduates since schodl was oi'ganizrd S2 

Nuudjer (jf these w ho liave altenilcd c illege llJ 



EDUCATION IN INDIANA. 



tr.l 



WEST LAFAYETTE lUCll SCHOOL. 

E. AY. LiiwriMice, Su|icriiilcii(li'iit. 

Or.n'.'Uiizcd. is;).">. Coinniissioiietl. I8II0. 
Siiperintoiulciils, with dates of service: 

Horace Ellis 

E. W. La wri'iice 

High school teachers and subjects they teach: 

F. E. Trucksess, Science and (4ernian. 
Alfred A. Ala.v. I^atin and (Jerman. 
Daphne Kieffer, History and Literature. 
Flora Roberts, Mathematics and English. 

Avera,i;'e yearly salarj' of hi.yh school tt'acher; 
.$(;,s:!. 



. i,s;i.j-J',ti>i> 

,1!)1»<J-1!J04 



includin.ii- superintendent. 




West LaFayette High School. 

Training of teachers: 

F. E. Trucksess, A. B., from Purdue University. 

Daphne Kieffer, student in Purdue University. 

Flora Rol)erts, A. P.., Purdue University. 

Alfred A. May, A. P>., from Wooster, Ohio. 

Enrollment in high school 12(; 

Total enrollment in grades and high school .VJU 

Number of girls graduated last year (i;)n:!i !) 

Number of boys graduated last year (19Uo) 8 

Number in this class that went to college 12 

Number of graduates since school was organiz(>d 115 

Number of tliese who have attended college 45% 



462 EDUCATION TN INDIANA. 

WESTFIELD HIGH SCHOOL. 

W. A. Jessup, Superintendent. 

Organized. . Commissioned, 1898. 

Superintendents: 

W. C. Day. tliree years. 

W. A. Jessup. foni' years. 
Principals and assistants: 

Gail White. 

Lara V. Hanna. 

Laura Laughnian. 

Jessie Smith. 
High school teachers and subjects they teach: 

H. Kenyon, History and Geography. 

W. P. Black, Science. 

Jessie Smith. Latin and p}nglish. 

W. A. Jessup, Mathematics. 
Average yearly salary of high school teachers, including superintendent. 

$593.75 
Training of teachers: 

W. A. Jessup, A. B., Earlham College. 

Jessie Smith, A. B., Indiana University. 

W. P. Black, A. B.. Wabash College. 

H. Kenyon, graduate academy. 

Enrollment in high school 80 

Total enrollment in grades and high school .SOO 

Number of girls graduated last year (19(>3( 4 

Xun)ber of l^oys graduated last year (1903» 5 

Number in this class that went to college 1 

Number of graduates since school Avas organized (Ut 

Number of these who have attended college '2''> 

WHITING HIGH SCHOOL. 

Robert L. Hughes. Superintendent. 

Organized, 1898. Commissioned, 19(12. 
Superintendents, witli dates of service: 

J. M. Wood 1898-1899 

Mrs. F. B. Hornman 1,S99-19IU) 

Robert L. Hughes , 19<i<i-l!Kl4 

Principals and assistants: 

Eugene Gates. 

R. L. Hughes. 

John C. Hall. 
High school teachers and subjects they teach: 

John C. Hall, Science and Mathematics. 

Mary Stoerlein, Latin and English. 

Edith Faucher, German. 

Edith Glasfelter, Commercial Branches and History. 

Mabel F. Doty, Music and Drawing. 

J. C. Jones, Manual Training. 



EDUCATION IN INDIANA. 463 

Average yearly salary of lii.i;]i school teachers, iiiclndiim- superintendent 

$!)4l'.S5. 
Training of teachers: 

Uohert L. Hughes, A. It.. A. M.. University of ("hieago. 

•lohn C. Hall. A. 1!.. liiixersity of Illinois. 

Mai-y Stoerhiii, A. 1'... losva College. 

Edith Faucher, A. I;.. Northwestern IJnivei'sity. 

Kdith Gladfleter, A. \^., Washington T'nivcrsity. and A. M.. TTnivers- 
ity of Chieago. 

J. C. Jones, Univeisify of Illinois. 

KnroUnient in high school P^l^ 

Total enrollment in grades and Ingh school (-,25 

Xund)er of girls graduat(Ml last year (I'MKJi 4 

Nunil)er of boys graduated last year (liJOM) \ 

NunU)er in this class tliat went to college •> 

Number of graduates since school was organized 14 

Nund)er of these wlio have attended college 4 



^^'1N1>F.M.L IIKiH SCHOOL. 
.loliii Owens, Sniterintendent. 
Organized. 1801). Commissioned. 1!IIH). 
Superintendents, with dates of service: 

Oscar H. ^^'illianls 

.Tohu Owens " .'l!)nl-l!M)4 

Ir'rincipals and assistants: 
Stella Shrader. 
Flora Guyer. 
Maude Bennett. 
High school teachers and subjects they teach: 

Maude Bennett, Latin, Mathematics and History. 
John Owens, Science and Literature. 
Avera,ge yearly salary of high school teachers, including superintendent 

$480. 
Training of teachers: 

Flora Guyer, graduate of Franldin College. 
Stella Shrader, undergraduate State Normal School. 
Maude Bennett, undergraduate State University. 
Oscar Williams, gi'aduate State Normal Sclioid.' 

John Owens, graduate State Normal School iind Franklin Colle.ge: 
A. :\[., work at Franklin Coll<>gc. 

Enrollment in high scliool 5,, 

Total enrollment in .grades and high schoc: 300 

Number of girls graduated last year (1903) \\\\\ 2 

Number of boys graduated last year (1903) s 

Number in this class that went to college 5 

Number of graduates since school was organized , 2,5 

Number of these Avho have attended college .,,,, 12 



4(i4 EDVCATIOX IN INDIANA, 



WILLI AMSPOHT HIGH SCHOOL. 

S. ('. Hniisoii. SiiiicrintciKlcnt. 

Oi'agiiized, 1885. ("oiiiinissiuiu'd, LSNT. 
Siipeniitendent.s, with dates of service: 

S. C. Hanson 1885- 

Trincipals and assistants: 

Mande Stearns 18!»:!-18n4 

I'L'dna Welnier. iirincipal 18'.»4-1897 

Olias. (i. Davis, jji'lnripal 18!>7-r.»rio 

Edgar >\\'bl). ijrincipal 1!nn-T.t()4 

Lydia ( Jemnier, as.sistant 18!)7-18;)'.i 

Wni. Evans, assistant 18!»M-l!Hil 

Mrs. M. F. McCord. assistant I'.till-V.MIl 

Hiyli scliool tcacliers and sulijeets tliey teacli: 

S. C. Hanson, History. Englisli. Biilany. I'liysics. lMiysi(),L':i'ai»liy. 

Boolclceeping. 
Edgar Webl). Latin. Ca'sar, Ciecro. N'irgil. I'lani' and Solid (Jeoni- 

etry and ( "i\ics. 
Mrs. ^L l'\ McCuid. lirst and s(>cond year K'nglisli. tirst and second 
year .Vlgclna. and a little worlc in ei^lilh year. 
Average yearly salary of Ingli sclmol teacliers, inclnding snperinten lent. 

$(;4(). 
Ti-aining of teachers: 

S. ('. Hanson, completed teacliers' conrse. two years, in Westtield 
College; ]'.. S.. ]M. S. and A. M. hater from sjime institntiim: A. M. 
also from Lane University. Kansas: sindent in Miami Conserva- 
tory of Music; post gradnate stndent in English, School Organiza- 
tion and ecology. University of Chicago. ISHHl. 
Edgai- AN'ehh. gradnate Indiana State Normal School: also pnrsning 

a conrse in Indiana University. 
Mrs. M. E. IMcCord, gradnate Indiana Sl.-ite Noi-mal Scliool 

Enrollment in high s< hool ^ 4:1 

Total enrollment in grades and high si liool oOO 

Nnml)(o- of girls graduated last year (IIX):]) 4 

Nnndter of boys graduated last year (^'.)^K]) 

Number in this class that went to college 2 

Nundier of graduates since school was org;inized 81 

Numlier of Ijicse wlio liave attended colle-e 41 



KnrCATION JN INDIANA. 



465 




WiLLIAMSPORT HlGH SCHOOL. 



30— Education. 



466 EDUCATION TN INDIANA. 



WINAMAC HIGH SCHOOL. 
^^^ H. Kelly. SupcrintciKlciit. 

Organized. 1880. Conuuissloned. IS'.H). 

.Suiierlnteudents. with dates of service: 

A. T. Keid 1880-189:1 

J. O. Jones 18!«-18!n 

C. W. Kiiniiicll ISO.VLS!)'. 

A. T. Reid ISllT-l'.t'il 

W. H. Kelly liHil-ini) 1 

Principals and assistants: 
E'mnia Robinson. 
Kathryn Daggy. 
Carrie Matliews. 
Alfred Rober. 
J. E. Layton. 
R. G. Taylor. 

B. M. Hendricks. 
Albert Reep. 

Jnlia E. Marbrougli. 

Edgar Packard. 

Lida M. Layton. 

Mary MacHatton. 
High school teachers and subjects they teach: 

W. H. Kelly, U. S. History. English and liiiokk-eplng. 

Albert Reep, Mathematics and Physics. 

Edgar Packard, English and Botany. 

Mary MacHatton. Latin and (4eneral History. 
Average yearly salai-y of liigh scliool teachers, inclu;lin;- suiierhiten liMit. 

$650. 
Training of teachers: 

W. H. Kelly, A.B.. Indiana University. 

Albert Reep, A. B., DePanw University. 

Edgar Packard, graduate Indiana State Xorninl School. 

Mary INIacHatton. A. B.. Indiana T'nivei'sity. 

Enrollment in high school 8!) 

Total enrollment in grades and high school 44;> 

Number of girls graduated last year (100:>) 4 

Number of boys graduated last year (1003i 4 

Number in this class that went to college 1 

Number of gi'aduates since school was organized TO 

Number of these who have attended college 1- 



EDUCATION IN INDIANA. 



W, 




\VlNAAJA< iiji.ii .-^1 mad.. 



WOLCOTT HIGH SCHOOL. . • 

E. B. Rizer. Superintendent. 

Organized, 181)2. Ci)nuni.ssioned. ISHK!. 
Superintendents, witli dates of service: 

Mae Romig 1802-1S!)() 

E. B. Rizer 1896-1904 

Pi-incipals and assistants: 

Wert K. Neel, principal. 

Anna Ida Stultz, assistant. 
High scliool teacliers and subjects tliey teach: 

E. B. Rizer. History, Geography and Physics. 

Wert R. Neel. Mathematics and Botany. 

Anna Ida Stultz, Latin and English. 
Average yearly salary of high school teachers, including superintendent, 

$720. 
Training of teachers: 

E. B. Rizer, undergraduate of Purdue and of Indiana Universities. 

Wert R. Neel, undergraduate of Indiana University. 

Anna Ida Stultz, graduate of Indiana University. 



468 EDUCATION IN INDIANA. 

Eurollmcnl in high school •")(; 

Total enrollment in grades and liigh school oUO 

Number of girls graduated last year (1JX):'>I 

Number of boys graduated last year (l!ll);b 2 

Number in this class that Avent to college 

Number of graduates since school was organized 40 

Number of these who have attended college 10 



WIXCIIKSTEK HKiH SCHOOL. 

(»scar K. I'.akei-. Supei'intendent. 

Organized, 1S7"_*. Coniiuissioned, ISMl.*. 

Superintendents, with dates of service: 

John Cooper 1.S70-1S73 

Lee Ault 1873-1877 

E. H. Buller . .1877-1886 

C. H. Wood 18S(;-18ni 

F. S. Caldw.'ll lS!tl-ls;i2 

H. W. Bowers IS'.iii-lS'.ir. 

Oscar U. Baker ISliH-liMi-l 

Principals and assistants: 
L. E. Lamme. 
Lee Ault. 

E. H. Buller. 

C. H. Wood. ' 

J. W. Polly. 
H. W. Bowers. 

F. S. Caldwell. 
Oscar R. Baker. 

High school teachers and sultjects tliey teacli: 

Lee L. Driver, Mathematics and Science. 

Clarence E. McKinney, Latin and (Jennan. 

Emma G. Engle, Englisli and History. 

Oscar K. Bakei-. Civics •■unl Cliemistry. 
Average yearly salary of higli school teacliers. including superintendent, 

$815. 
Training of teachers: 

Lee L. Driver, normal and colk'gc work. 

C. E. McKinney. college work. 

E'mma Engle, college woik. 

Oscar R. Baker, normal and academy work. 

Enrollment in high school 1"<^ 

Total enrollment in grades and high school 772 

Number of girls gnidunted last ye.ar (I'.iu:!) 8 

Numliei' of boys graduated last yeai' (r.lii:',i U 

Number in Ihis class thai weid to college C> 

Numliei- of graduates since school was org;nii/,ed 27."> 

Niiinlier of tliese who lia\e at tended college 74 



F. mi CAT I ON TN INDIANA. 



409 




WI^'CHESTKR High School. 



W()utiiix(;t()x iikui si'iiool. 

"\^'. B. Van (Jonlcr, Superintendent. 

Organized. 1S7'.). ("oniniissinned. . 

Suiierintendenis, with dates ot service: 

.Idlm C. ciKUiev 1S79-1SS0 

Arnold Tonipldns 1SSn-lSS3 

D. M. Nelson 1.SS:',-1SS4 

Bailey :Martin 1SS4-1S85 

W. (). Warri<-lc ISS.l-lSSS 

.Teiinie .T. Troop 1SS8-1890 

J. V. /artnian 18;»0-1893 

W. 1). Kerliu 1893-1896 

Frances Benedict 1896-1899 

W. B. Van Gorder 1899-1904 

rrincii)als and assistants: 
I). A. Little. 
Ellen I.. Piel. 



470 EDUCATION IN INDIANA. 

High school teachers and subjects they teach; 

D. A. Little, Latin and Alyebra. 

Ellen L. Piel, assistant, History and English, 
Average yearly salary of high school teachers, iMcluding superintendent, 

Training of teachers: 

D. A. Little, graduate of State Xoruial Scliool. 

Ellen Piel, graduate of Ann Arbor University. 

W. B. Van Gorder, graduate of Taylor University; also under- 
graduate of Chicago University. 

Enrollment in high school 73 

Total enrollment in grades and high school 415 

Number of girls graduated last year (1903) 8 

Number of boys graduated last year (1903) 2 

Number in this class that went to college 2 

Number of graduates since school was organized 190 

Number of these who have attended college 46 

ZIONSVILLE HIGH SCHOOL. 

H. F. Gallimore, Superintendent. 

Organized, 1885. Commissioned, 1902. 
Superintendents, with dates of sei'vice: 

A. B. .Tones 1885-1888 

M. D. Avery 1888-1894 

H. F. (iallimore 1894-1904 

Princijials and assistants: 

Flora A. Menniiiger. 

Edna Johnson. 

Susie jM. Aldrich. 
High scliool teachers and suhjects they teach: 

Susie .M. Aldi'icli. English and German. 

N. K. Mills. Ma I hematics and Histor.v. 

H. F. (iallimore. Science and History. 
Average yearly salary of high school teachers, including suiierintendent. 

Training of teachers: 

II. l'\ Gallimore, supeiinlendent, Indiana State Noi-inal School and 
undergraduate lu'lian.-i Fniversily. 

Susie ;M. Aldricli, .Michigan Stale .Xornial School, Michigan Fni- 
versity. 

N. K. .trills. nndergrM(hi:ite Notre Dnuie and Indiana Universities. 

Em'ojlment in higli scliool 52 

Total enrollment in mades ;iii(l high school 325 

.Xumliei- of girls gradnaled last year (1!Mi:;i 1 

Xuniber of boys graduated last year (19(i;!) 

.Xiuiiher in this class who went to college 3 

Number of graduates since school was organized 92 

Number of these who have attended college 42 



EDUCATION IN INDIANA. 471 

B. TOWNSHIP HIGH SCHOOLS. 

1. GENERAL STATEMENT. 

Tlie greatest activity in high sch(jol circles during the last 
few years has l)een in the townships. The new transfer law 
has promoted high schools, while the new high school law has 
improved them in quality. It is now required as a prerequisite 
that there shall he at least twenty-five common school graduates 
of school age residing in the township. This last law checked 
the organization of small high schools throughout the state inci- 
dent to the attempt to defeat the transfer law. In nearly every 
case new high schools are now organized only where the demands 
are strong and the conditions favorable. 



2. THE TOWNSHIP HIGH SCHOOL LAW. 

(1901. p. 514. Approved Marph 11. I!t01; in force May. 1901.) 

The school trustees shall take char.ce of the edueational affairs of 
their respective townships, towns and cities. They shall employ teachers, 
estaldish and locate conveniently a snthcient nninber of schools for the 
education of the children therein, and liuild. or otherwise provide, suit- 
ahle houses, furnitnre. apparatus and other ai'ticles and educational 
appliances necessary for the thoron.uh organization and etticient manage- 
ment for said schools. Such school trustees may also establish and 
maintain in their respective corporations, as near the center of the town- 
ship as s(>ems wise, at least one separate graded high school, to which 
shall ])e admitted all pupils who are sufliciently advanced: Provided. 
That the scliool trustees of two or more school corporations may estab- 
lish and maintain joint graded high school|s| in lieu of separate graded 
high schools, and when so done I hey jointly shall have the care, manage- 
ment and maintenance thereof: Provided further. That any trustee, 
instead of Iniilding a separate graded high school for his township, shall 
transfer the pupils of his township competent to enter a graded high 
scliool to another school corporation: Provided further. That all pay- 
ments of tuition, provided for under this act, heretofore made l>y school 
trustees for such high school privileges are hereby legalized: Provided 
further. That no such graded high school shall be so built unless there 
are at the time such house is built, at least twenty-live common school 
graduates of school age residing in the township. 



472 EDUCATION IN INDIANA. 

?,. HISTORY. 

It is an iiitorosting fact that before tlic middle of the nine- 
teenth centnry State Snperintendent ]\lills had seen the real sohi- 
tion of the problem of education in a democracy, and had named 
consolidation as the key. Out of this thonght came the idea 
of centers of learning in districts, townships, and towns, with 
condonations possible in districts and t()wnslii])S, and finally with 
combinations possible between and among districts and townships. 
This made the township graded school possible, which in turn 
made possible and necessary the township high school. Snper- 
intendent ]\rills, in his messages to the legislature in the forties, 
and afterward in his reports as state superintendent of public 
instruction goes over all the arguments for consolidation and 
centralization of district schools; and, so far as I know, his argu- 
ments have nev(M' b"en improved or added to. It was through- 
such men as ]\rills on the outside, and John I. Morrison, chairman 
of the educational committee in the constitutional convention, 
that education receivecl r(>cognition in the new constitution. AA'ith 
the new constitution and the law of 1852, the township became 
the political and the school unit of the state. This fact is of the 
largest significance in dealing with the Indiana school system, 
for Indiana was ])robably the first state to make the township ihe 
school unit. Since, it has been ado]ited by other states in the 
Union. The claims made for it and admitted need not be re- 
peated here. The new constitution gave state supervision, and the 
])eo])le shortly voted in favor of taxation for the maintenance of 
schools. Idle movement forward with the new constitution was 
interru])ted by unfavorable decisions of the courts and by the com- 
ing of the civil war. In the early sixties from these causes the 
schools suffere(l and di'o])ped to the lowest level. It was not until 
after the civil war that the revival came. The supreme court held 
that local levies for tuition and conrmon-school revenues were con- 
stitutional, thus making it ]ii>ssible for towns and townships to ])ro- 
vide for terms of school of resjiectable leiiglh. This i-eally was 
the beginning of local, ]>uhlic high-school education. The law 
had also made it cleai" ihat it was the duty (d" township trustees 
to ])i'ovide secondary schools for pupils who have com])leted the 
\\di'k in the ur.ides. Out <i' all these inllueiices. with the town- 



EDUCATION IN INDIANA. 478 

ship as llic unit aiii! ('ciitcr of educational activity, the t(»\viislii|) 
higli school came. It was an cvolntiou and came naturally. 
Academies, seminavies, and other secondary schools gradually 
came under the cdntntl of the towns and townships, and there 
are few ])rivate or denominational preparatory schools left. The 
closing' years of the last century ^vitnessed a rapid devcdopment 
in township high schools. 

The townshi]) high school was usually located in a centrally 
situated town, hut not always. There ai'e nuiiiy tlourishiug 
schools in rural communities, some of these hearing commissions 
from the state board of education. Some of these schools are 
located in small municipalities, and are organize' i jointly 1 ct'.vcen 
town and township. Others, as hinted ahove, are joint township 
rch<i«ds under the management of two or more townships. 
These schcols are often the centers of really great learning, hav- 
ing, as tluy do, some of our strongest men and women as 
teachers. Bright yonng gradmates of our normal schools, col- 
leges, and nniversities, and)itious to rise in the profession, come 
to these sclioi)ls and attract t(» them the best yonng blood in the 
township. The result is a]»])areut in increased educational inter- 
est in the community. The course of study is made to appeal 
to the interests of the many, and everything is done to make the 
time spent in school worth Avhile. For the vast majority this is 
the finishing school, and it is made to mean as nmch as possible. 
.Vnd so it l)econ!es a great educational center, and marks an 
epncli in the lives of many who are to take up their life-work in 
its shadow. It is not a ])reparatorv scIkkiI for college, though 
many (d' its gradnates go to college. Its aim is to do the best 
thing it can for those who presumably will go no farther. Com- 
munity life determines our course of study, and the pn])lis are 
prepared for life's activities. In doing the best thing for the 
majority who do not enter college, we have fonnd that we are 
doing the best thing for the unnority who do go to college, and 
we have come to believe that such a course prepares for college 
best. Tn the smallei- schools courses are articulated with courses 
in the large high schools, so that in many cases wdiere good work 
is done, and where the teachers are known, one, two, or three 
years' work in small sehools is accepted in full and given credit 
for eredit in the lari>er hi"h school. 



474 EDUCATION IN INDIANA. 

In the matter of school architecture there has been great 
progress in the state. This is particularly trne with regard to 
township bnildings. Some of these high schools are housed in 
modern, Avell-equipped buildings that are models in every way. 

The Nineveh township high school in Johnson county has 
been in operation since l''^72, and is ]in>l)ably tlie oldest school 
of its kind in the state. It was established by the abandonment 
of three district schools located near the village. The high 
school is in the center of the village, and is attended by all the 
pupils in the township prepared to do high-school work. I find 
an account of the work of this school in State Superintendent 
Geeting's report of 1808. Superintendent Geeting gave great 
impetus to this movement; indeed, liis name and the growth of 
the township high schools are inse})arable in Indiana. The fol- 
lowing account of the JSTineveh school is evidently from the pen 
of one who was familiar with the work of the school: 

It is one of the most potent factors in oiu' coiiiimuiity for yood. and lias 
unquestional)ly raised tlie standard of intelligence, of morality, of taste, 
and therefore, of life aniony the people. While a few in the township 
are opposed to hi.ulu>r edncation, the vast majority favor the school and 
wonld not do withont it. The school has many graduates now, some 
of them in higher institutions of learning-, and some tilling positions of 
trust in different ])arts of the coinitry. Many have married and settled 
here in the townsliiii. ;ind have an elevating influence njion the com- 
munity. The principal is also superintendent of the grades, and receives 
four dollars per day. We have two teachers doing high school work. 
The principal is a college graduate with a master's degree, and the as- 
sistant is a high school graduate. ;ind has made nilier siiecial preparation 
for her work. We have a four-year course. Ihongh the terms are only 
six to st'ven months. T1h> character of the work done is eiiual to that 
done in any of the high schools or preparatory schools of the state, so 
far as we go. I rtrndy believe the Avork done by om- ]»upils is far sui)erior 
to that done in the larger towns, as there are fewer things here to take 
attention from the work. Our pupils range in .ige from fourteen to 
twenty-two, and spend ;iii average of two hours a day u|>on each study. 
There are Ave graduates this year, two from town .-ind three from the 
country. Two of these live about fovn- miles dist.-inl. and their parents 
have conveyed them back and forth for four years. In this connection 
I Avould state that about half of our ])upils live ni>on farms. Xo lu-ovision 
has been nnnh' liy the trustee for conveyance, but tins is not felt as 
being a hardsliiii. as tliose living in tlie country liave rigs or wlieels of 
their own. In tlie lirst year tliere are ten jiupiis; in tlie second, three; 
in the third, foui'; and in the fourth, live. In Latin, besides the pre- 
liminary work and gi*ammar, we read two books of Caesar and three of 
Virgil- In mathematics we com])lete Milne's High School Algebra and 



EDUCATION IN INDIANA. 475 

WentAvorth's Plane liprimotri- a\- 

two .ea. to ,.J.:rZZ: o :;r t^^eZv '^ ""'''''''' '''''^''^'' 
one year to rhetorie. oiK^ vJa • to , I sie.l f"'"^'^/"^ ''''-^'' *« l>hj'«i<^«. 
to civil government. ' geography, and three months 



As 
Hei 



anoth.. exan.,]o the St.at.,].n township hi^h school, i„ 
a^ c.o„nty ,s tvpu-al of .cores of schools over the s;ate. 
AUat I wnte here .s taken from a recent account sent to me of 
the Avork of this school: 

o,.,o;:::/^«r";;; r;t' :" ■,"''!: - '"-'- -'-"'• -- o,..„,„.«, „, 

'Ii-"P1»-.I ..i.t tlH. llr.. V,..,,. .,r """ '"• " ™"x«I" e six of them 

• ■^^-- w,-.^::; H:i.nr;i";;;;™\:r:;,r";'.,'T'-- -"" •» °^ 

r';..;;xr:;:;^ ^;-;.:;;;':;:;;;;r„:;;;" '^7- -™ "-' -- --r:;;:: 

sc-liool oours.. Tl, , ,,„ ' " ■' """■"■ '■'■■■"■ """"1 *" th- Hlgl- 

began ,„e ,."„., , s .;;:,''" l'"".'?"';"-'""" """"■'■ ^'""■'- -"" 

.....1™',, 'I: h:::':™:,:;;;;;"' "^'^ ""■;"-™"" ■"•••■"» »' «.itm.e ,.,„ 

Of tl,e thlrtT two o- „ ; ■ : '" "'■" "'"""■'• P™"'' »f <l>e sohool. 

o. .ea,.,.„, '^,;::,;'^:;'i; :-:t;:;; ;;;;;;-^™;^ >^.- ..-m„io,. 

:..^':::Xf:trf.,:::;:j ■■■--; --""..r^ 

-■ -m. ,, ;;„!';r„:;.;";f';;''";"?;''""'^- " '^ «« °>"''"'" 

'■■ " -""""■■"■. .-... .b,;,7;7;:;;;;^,:;rrf,;ri:";rn:,,:r" "- 

While , hero are seo.-es of ,„w„shi|, hi,!, sehools woHdno^ 
™de.. ,™,elv ,hffe,.e„f e,.„ditio„s, so.ne .-ith short fern. el 

, eef he ve,,.,„.e„,e„ts o, t,,e state hoard .f ed„eatio„, a„d 

Ihe req„n-ement.s for a eo„„nissi„„ „re as follows- 

Three years „f la„s„aoe, three years of histor,, three vears 
of ™at,he„,at,es, two years of seie„ee, f.,„r vears o E„,lisl , 
^equ.red, w.th eleetives to eo„,,„ete a f„n ...rse of f,„; - ar' 
Th s ,s ™ „.ea„t to he ahsoh.te h„t is s„,,este,l „.s a hasis' „p i 

ettte t: ;;"'""■ "".■' "^ ""- ■""""""» -™""' °f -n. 

foned. (1) The character of the teachit.g „„,st be satisfactorv ; 



470 E DUCAT] OX IN IXDTANA. 

i'2) the liigli-sclxHil coiii'sc nnist not l)e less tliaii tliirty-two 
iiioiitlis in length, (Miitinniuii,' from the eit;hth year; (o) the 
whole time of at least two teaehers must he ii,iven to the hieh- 
school work; (4) the ])nrsuiuii' of a few suhjects throuiihont the 
entire course rather than many cox criiiii,- short ])eri(Kls; (5) a 
library a(le(|uate to meet all the (K'Hiaiids for reference work ami 
general readiiiii' supplementary to the reiiulai' text-hooks; ( (i ) 
laboraldries fully e(|ui|)j:e<l id do nil of the necessary work in 
the sciences ])ursue(l in any liiveii liiiih school. 

INTP]1IKST1N(J DATA. 

Number of counties in Indiana 92 

Number of townsliips 1,01(; 

Ninnbcr of high schools, all liradcs 7(!il 

Nunilx'r of township ynukd schools doing woric in connnon 

brunches only 1.011 

Number of townshii* high schools 5S0 

Number of commissioned townsliip high schools l.j 

High-school enrollment 3G,(;41 

Tt)wnshii) high-school enrollment lo.oU.'i 

High-school graduates, I'.Xi:'. 4,440 

Township high-school graduates, lOOo 1,:J44 

Number of high school teachers 1,829 

Number of township high-school teachers S4S 

Salaries of teachers employed: 

a. Commissioned high-school tench'-rs (170 da.vs average 

school year) per year !};72(i.(Ht 

b. Township high-school teachers (140 days avci'age sclinol 

year) per year 4:!2.()() 

Per capita cost of maintenance: 

a. In commissioned high scliools oo.no 

b. In lownship high schools 2.").0() 

The value of the work that these townshi]) schools arc acconi- 
])lishiiii:,' cannot he stated. Provision is made for tree secouda'v 
ti'ainim;' for every child in the state. The one i^real end kepi in 
view is the ])repai'ation of the child as fully as possihle t'oi' the vva\ 
duties, o])])ortunities, and pri\-ilce('s (d' life. WC ai'c ti'yinu' to 
make an iiisl i tution fli;it will (lex'clop maidy men and womaidx' 
\\'onieii ; one ihal will leach llic hoys and uirls thai thci'c is work 
to do in llie woi'ld, and lliat will help each one In lind his life- 
W'ork, and show him how to he sncccssfid and happy in it. The 
secondary S(diool can hi'inu' to the pupils and to ihc coinninniiy 



EDUCATION IN INDIANA. 477 

the ii'veat forces in life wliicli liuitlc, iiis])ii'c, jiiid rcnli/c pdssihiii- 
ties. It can ministci' to llic needs of life, not oiilv ])y bringing 
broad fnndanicntal principles of culture, ])ut by suggesting 
practical social ])r<iblems and tlieir solutions, and, more than this, 
by suggesting ;nid ])ointing out actual \'ocations and Avavs to 
succeed in them. Our school machinery has been siini)litied. 
There is now only one trustee in a township, and the large 
res])onsil)ility phiced upon him is gradually l)eing realized, and 
we are obtaining better men all the while for the ])osition. The 
dignity of the calling is growing, and there is for us not far in 
the future to see a complete realization of the things for which 
we have hoped and for which we have striven. 



C ACADEMIES. 

1. FRIEXDS' ACADEMIES. 

(I. SriCKLAXI) ACADEMY. SPl ('ELAND. 

The fouiKhition of S]»ic(dand academy was hiid as earlv as 
1S;>4, wlicn tile mendxTs of the Society af Friends living in the 
vicinity of Sjticehind, Im!., decided. ib,;it tiuy must have l)etter 
facilities for the education <d' tiieir (diildi'en than the common 
scho(ds of the state tlien ati'or(l('(l. IJtd'oi'e the Friends were able 
to build a schoid liouse, ludx'rt Harrison, an Englislnnan, taught 
several terms in a log meetin.g house. Mr. Harrison was well edu- 
cated and also taught a Latin class, which recited twice a ^veek. 
The school increased in interest and mend)ors until the Friends 
f(dt that they were able to sup])ort a school of their own. A frame 
building was built especially for school purposes. During this 
time the school was under the care of a committee ap])ointed by 
Spiceland moutldy meeting. In Is(i(l a more conimodiijus house 
was built and in lS7f a brick buihiing was built. 

The school was chartered in ls70 and is the oldest academy in 
charge of the Friends in the state. While the school is under de- 
nominational conti'ol, it is not sectarian in the least, its purpose 
being to devcdo]) ])ractical, earnest and active christian manhood 
and womanhood. 



478 EDUCATION IN INDIANA. 

Practically all the teachers of Henry coiinty and many of the 
adjoining comities have been students of the academy, and we 
might conclude that the school has influenced the teaching force of 
the surrounding counties to no small degree. 

The board of trustees consist of six meml^ers, t\V(» of whom are 
appointed annually by Spiceland monthly meeting to serve a term 
of three years. Usually two of the members are women. At 
present the faculty consists of six members, and the enrollment is 
eighty-three. 

The academy has an endowment of nearly seven thousand dol- 
lars and owns a farm worth at least four thousand five hundred 
dollars. The school is supj)orted from the interest of the endow- 
ment fund, the proceeds of the farm and private tuition. It also 
receives public funds from the township trustee^ for the township 
high school work. 

h. RLOOMINGDALE ACADEMY. BLOOMINGDALE. 

The Friends' Bloomingdale academy was founded as a manual 
labor school in 1845 under the care of the Friends in western 
Indiana. About that time there was much speculation on new 
educational schemes. The socialistic system was rampant, com- 
munities Avere being organized, and manual labor schools had 
many enthusiastic advocates. Harvey Thomas, a well known 
educator of Pennsylvania, having conceived tlie i(h'a of establishing 
a manual labor school somewhere in the west, came out to Parke 
county, Indiana, and found a promising field for such an enter- 
prise and attentive ears to listen to his economic ])hins. About 
tliirty acres of land wei-e ])urchased at Ploomficld ( now Pilooming- 
dale) and buildings were erected. In a few years the manual 
labor phase of the institution was abandoneil as imju'acticable. 
Though failing to reach what was desired in technical arts and 
industries, the school Avas a success in college work. 

Prominent among those to whom the institution owes its success 
was Barna1)as (\ IFobbs, LL. I\, who served as su]^erintendent 
for twenty -one years. |)iii'ing his snjx'rinlendciicy the school was 
reorganized and incor])orated under the laws of Indiana as the 
Friends' Ploomingdale academy. The charter provides that this 
institution shall 1m' conli-olled and managed by IMoomingdale 
quarterly meeting of \]\o Friends' church. Its officers consist of 



EDUCATION IN INDIANA. 479 

a l)():ir(l of trustees appointed l)_v the clnireh. This board selects 
a principal who has immediate jurisdiction over the school. 

The laboratory facilities, through the energy and earnestness of 
A. F. Mitchell, present superintendent, have been greatly enlarged 
niid improved. 

The present enrollment is sixty-seven. This academy is sup- 
ported mainly by tuition of its students. There is an endowment 
fund that gives an annual revenue of $.'300. 

r. CENTRAL ACADEMY, PLAINFIELD. 

Central academy was organized in ISTS for the purpose of pro- 
viding thorough seconchirv education for all young ])eople of the 
community who could not otherwise obtain such advantages. 
Afterward the work was taken up l)v the Friends church. In 1>^\)'2 
an association was formed with a capital stock of $10,000, and a 
certilicate of incor]ioration under the laws of Indiana was granted. 
At this time three (piarterly meetings in Morgan, Marion and 
Hendricks counties, known as the White Lick, Fairfield and Plain- 
field meetings, took u]i the work. Later Danville quarterly meet- 
ing was admitted into the association. The school is controlled 
by a board of twelve directors chosen by these quarterly meetings, 
three from each meeting. A president, secretary and treasurer, 
who together with a fourth member form an executive committee, 
are the ofiicers of the board. 

At present there are four members of the faculty, and the 
present enrollment is fifty. The school is sujiported principally 
by tnition of $;>0 a year. There is a ]iermanent endowment of 
$^2,500, and other funds ])r(tdu<'ing alxnit $1*50 a yeai". 

d. FAIRMOTTNT ACADEMY. 

A ]u-o])osition for the estaldishment of a quarterly meeting 
school was presented to Xorthern Quarterly Meeting of Friends 
held at Back ci-eek, two miles north of Fairmount, Indiana, 
Decendx^r IT), 188^3. A committee composed of sixteen men and 
ten women Avas ap]iointed at this meeting to consider the feasi- 
bility of the proposition. In three months the committee, after 
having met four times, reported that they thought the opening 
a good one for the establishment of a higher institution of learn- 
ing, and giving in justiiication of their recommendation the fol- 



480 FAnJCATlON IN INDIANA. 

lowing: '^\s we Tfcognixo in a proix-rlv coiKluctod school the 
elements for the building up of character and rendering the pos- 
sessor more useful in both church and state."" 

This committee suggested that the quarterly meeting incorpo- 
rate itself for the ]uir])ose of holding ])roperty, and also presented 
to the meeting "an article of association" for an institution of 
this kind. In -lune, 1S84, the committee re])orte(l the location 
and jiurcliase of the grounds for the academy building in Fair- 
mountj Ind., and presented to the meeting tlie names of six per- 
sons to serve as trustees of said academy, viz., Jesse ITaisley, 
Samuel V. Wilscm, Peter II. Wright, Enos Harvey, Abel Knight, 
and W. C Winslow; also an incor[)orating committee composed 
of Ehvood Ilaisley, James ^I. Ellis, Thomas J. Xixon, Ivy Lu- 
ther and Mahlon Harvey. 

In September, 1885, the trustees reported the building coni' 
pleted at a total cost of $9,029.53, and that the school would 
open September 21, 1S85, with Jose]Ji W. Parker as principal 
and instructor of the academic department, and Elwood O. Ellis 
as instructor of the gi'ammar (le])artment. By action taken by 
the quarterly meeting in ]\rarch, l.SSS, the academy was inctu'- 
porated. In June, 1888, a contract for taking one hundred pu]>ils 
from the corporation of Eairmount was closed for the sum of 
$720.00 tuition and $145.00 rent and fuel. The school has 
been supported 1)y tuitinn ])aid Iw the students, and, from time 
to time, voluntary subscriptions for its su]iport by friends of 
the institution. In March, 1893, the school having outgrown 
its old quarters, a. proposition to sell the academy building and 
grounds and rebuild in another location was presented to the 
quarterly meeting. The meeting ap])roved the ])lan and ap- 
pointed a committ(>e tor tbis purpose. Tbe obi building and 
location was s(d(l for $.S,()0().OO. The new building and grounds, 
costing $17, ')27. ('»(>, are Incnted one mile iioriliwest of the center 
of Eairmount. 

Legal nolice being given, the board of trustees, consisting of 
six memb(U's, was apjioiiited by the (piarlerly meeting to serve 
for three years, two being ele('te(l at eacli dune meeting. 

At present (May, 1904) tbe bdard edusists (»f the following 
persons: Ancil 1^. ivatlilV, PresidenI ; dames M. Pxdl, Secretary; 



EDUCATION IN INDIANA. 481 

Joel B. Wriglit, Treasurer; William W. Ware; (Airs.) Anna M. 
Johnson; (Mrs.) Ida WinsLtw. 

The faculty (l!)0o-lU04) is made up as follows: Principal 
Leon L. Tyler, literature and pedagogics; (Mrs.) Minnie L. Ty- 
ler, history and Knglish; Frances A. Sheppard, Latin and Ger- 
man ; Forest Foraker, science and mathematics ; II. E. Dean, com- 
mercial; Harriett E. Henry, piano and voice. 

The enrdllnient in the academic courses for the present year 
(1003-1904) is 100, in the commercial course 20. 

The school is now approaching the completion of a $20,000 
endowment which it is h()ped -will be reached by September, 1904. 
This will, in a measure, fre(^ the quarterly meeting from special 
efforts to meet the deficits which result yearly, from the fact 
that a merely nominal tuition rate is charged ($25 per year). 
Judged by the character of its 200 graduates, a better place to 
put a gift could not be found. 

In equipment, the academy is practically in the college class. 
Its laboratory was one of the first opened in a preparatory school 
in Indiana, and its library, the gift of Iredell B. Rush, of Co- 
lumbia City, Ind., is rich in reference Avorks and books of rare 
value. The students publish a paper called the Academician. 

The Aurora literary society is the one central source of pleasure 
and forensic opportunity during the winter months. 

Tlie work is organized so as to give the largest measure of 
latitude in the choice of courses. A four years' course leads 
to university and college entrance; a three years' elective course 
for general education or college; a three years', covering English 
work only with a year's study in pedagogics ; two commercial 
courses, preferably for post-graduates, each covering one year, one 
making bookkeeping the major, the other shorthand and type- 
writing. 

As to subjects offered with maximum time: Latin, four years; 
German, two ; algebra, two ; geometry, one ; physics, one ; general 
history, two; English, three and one-half; civics, one-half; bot- 
any, one-half; biology, one-half; chemistry, one-half; Bible 
study, four ; pedagogics, one ; arithmetic, one ; American history, 
one ; English grammar, one ; physiology, one-half ; physical geog- 
raphy, one-half ; trigonometiy, one-half ; commercial arithmetic, 
one-half; commercial law, one-half; business correspcmdence, one ; 
31— Education. 



482 EDUCATION IN INDIANA. 

penmanship, one ; spelling, one ; bookkeeping, one ; sliortliand, one ; 
typewriting, one; business practice, one; instrumental music, 
four; vocal music, four. 

Tennis, basket-ball, croquet and other out-of-door sports afford 
diversions, both healthful and attractive. 

e. WESTFIELD ACADEMY, WESTFIELD. 

]^o report was submitted by the Westfield academy, though it is 

known to be an excellent school. About two hundred students are 

enrolled. 

/. AMBOY ACADEMY, AMBOY. 

Amboy academy was established by the Society of Friends at 
Amboy, Miami county, Indiana, in 18^2, and was under the con- 
trol of the Friends church. The first building was built by the 
Friends and paid for largely by private donations. For the iirst 
three years after the school was founded, it was supported by tui- 
tion and private subscriptions. From the first the object of the 
school was to do academic or high school work. Consequently an 
academic spirit has always pervaded the institution. In 1875 the 
Friends leased this building to the township trustees and school 
was continued under township management. Then the town and 
township bought the Friends' building together; other buildings 
were added and the school became a joint town and township high 
school. The school is at present under the management of public 
officers, and is a commissioned high school. 

Amboy academy is now a joint graded school of Jackson town- 
ship and town of Amboy, Miami county, Indiana. It is under the 
joint management of the township trustee and three members of 
the town school board. Said trustee is elected by vote of the people 
for a term of four years. Tlie members of the scho(d board of 
Amboy academy are elected by the trustees of the town of Audioy 
for a term of three years. There are eight members in the faculty 
and four grade teachers. The school occupies one buikling. The 
present enrollment is two hundred and thirty-five, sixty of whom 
are in the high school dei)artment. 

It is supported by state funds and local taxation of Jackson 
township and town of Amboy. The townshi]) (h'fi-ays (IT) ])er cent, 
of iJic i'\nniiug expenses and the town 35 per cent. 

The school has graduated 120 students. 

At ])resent A. E. Martin is sii])erintendent. 



EDUCATION IN INDIANA. 483 

2. MILITARY ACADEMIES. 

a. CULVER MILITARY ACADEMY, CULVER. 

The Cnlvei- military academy, the largest and possibly the best 
known private academy in the world, was founded in 1894 by the 
late H. H. Cnlver, a generous and philanthropic citizen of St. 
Louis. Since his death his widow and sons, residents of St. Louis, 
who with the superintendent, constitute a self-appointing board of 
trustees have vigorously carried out Mr. Culver's plans, constantly 
adding new buildings and equipment, until today the school stands 
a great monument to its founder, and a credit to the state and 
nation. The rapid growth of the institution is without parallel in 
the history of private schools, its attendance increasing 800 per 
cent, in three years. 

Col. A. F. Fleet, A. M., LL. D., the present superintendent, has 
been the head of Culver military academy almost since its begin- 
ning. Under his skillful and almost magic touch, the corps of 
cadets has grown from a company of thirty to a battalion of almost 
two hundred and forty; with enough applicants in excess of capac- 
ity for each of the past two or three years to fill another school. 
Col. Fleet received his instruction in the great civil war and 
during all the years since he has been teaching. The superin- 
tendent is assisted by a staff of sixteen officers and instructors, 
who are themselves graduates of leading colleges. 

There are three great fire-proof barracks, a steel and brick rid- 
ing hall, a splendid gymnasium of similar structure, equipped 
with running track, baths, etc. These constitute the main build- 
ings of the Culver plant. For military purposes the United 
States government has issued the academy a splendid equipment 
of small arms and artillery. 

The academy is affiliated with the university of Chicago. The 
life of cadets is regulated by the trumpet, and, while strict, has 
many features of great interest to the boys. The cadet black horse 
troop is possibly the most attractive feature to the boys. 

A unique feature of Culver is the summer session. The 
academy is located on lake Maxinkuckee, and the government has 
issued four man-of-war cutters, so that the sununer session becomes 
a naval school. The cadets take one or two stu<lies in the morn- 



484 EDUCATION IN INDIANA. 

ing, and have great sport learning the sailor's art on the water in 
the afternoon. The school is under the command of Major L. R. 
Gignilliat, who has been for a number of years the commandant of 
the Culver military academy, 

1). HOWE MILITARY ACADEMY, LIMA. 

Howe School was founded in 1884 at Lima, Indiana, in the 
northeastern part of the state, in the name of Hon, John B. Howe, 
who had deceased the year before. A property including thirteen 
acres of land and a beautiful residence were left by him at his 
death to the church to be used preferably for educational purposes. 
It was an humble beginning but the gift had behind it a clear view 
of what was lacking in American education. Along with this gift 
of property went a gift of $10,000 which was to serve as an endow- 
ment fund for the education of bo^^s to the church ministry. This 
whole gift seems to have been made without any clear view as to 
how the provisions of the will were to be carried out. Fortunately 
Bishop Knickerbacker, who had been consecrated in 1883, was 
anxious at this time to establish some organized educational work 
in his diocese. This legacy left by Mr. Howe, the great healthful- 
ness of Lima and the beauty of the surrounding country, influ- 
enced the bishop into clioosing this spot for his school. The condi- 
tions of the gift and the ideals of the donor were so peculiarly in 
sympathy with the bishop's own ideas that the coincidence was a 
very happy one and the school, though humble, was started under 
very propitious circumstances. The endowment and property, 
however, were not large enough, and the bishop out of his own re- 
sources added materially to the gift. Without the iimiiificence of 
Mr. Howe's widow and brother, however, the plan of the bishop 
could never have been brought to fruition. In fact, from the very 
first, the school became the life-long object of the umnificence and 
love of Mrs. Frances M. Llowe. The school opened in 1884 with 
two boys. The Reverend C N. Spaiilding, formerly rector of St. 
John's Church, Lancaster, Pennsylvania, was the first rector of 
Howe School. 

But it was not long before the school began to enlarge and more 
room was necessary. The fundamental idea at the beginning had 
been that the school life should be as nearly as possible a real home 



EDUCATION IN INDIANA. 485 

life. This idea lias always exercised a definite influence in the 
administration of the school, hut as the scliool incr(>ased in num- 
bers a modification of the idea was necessary. The school during' 
the next ten years multiplied in every respect, and as a result of 
gifts from various sources, hut principally from ]\Irs. Howe, a 
broad foundation was laid. 

But the school remained in comparative insignificance until Dr. 
Spaulding was superseded in 1805 by the present rector, Dr. J. II. 
McKinzie. The first ten years had hardly fulfilled expectations 
and hardly carried out the ideals of its founder and benefactors. 
A more energetic and intelligent policy was necessary for the put- 
ting of the school among the preparatory schools of the west. A 
stronger hand was needed at the lielm, and from tlie time of the 
change in management, the school began to grow and enlarge in an 
encouraging way. The material equipment was soon largely in- 
creased. The horizon of the future began soon to brighten. The 
first few years, to be sure, of the new regime were passed under 
very discouraging circumstances, but by grimly holding on and by 
the encouragements which came from the various members of the 
TLowe family, and especially from Mrs. Howe, the dark days were 
successfully weathered and brighter skies came with cheer and 
help. The accommodations were enlarged by the building of the 
James B. Howe Hall and Blake Hall. ISTew quarters were pro- 
vided for the dining room; the ])lumbing and lighting equipment 
was largely added to; a separate building Avas soon found for the 
separate organization of the lower school, and finally, and within 
fhe last year, the school was blessed Avith an addition in the form of 
a scliool chapel. The school life growing more and more intricate 
has thus not been hampered by want of increasing accommodations 
and facilities. The founders have seen to it that the school lacked 
nothing in the way of equipment. The increasing usefulness and 
influence of the scIkwI have filled all with confidence and many 
have not hesitated to invest their UKniey, knowing that it would be 
permanently useful and aid in an enterprise that is bound to as- 
sume larger and larger ])ropoi-tions as the years pass by. 

The ideals and inner life of the school have kept pace with tlie 
material development. The religious influence of the church has 
always been carefully looked after. The military discipline and 
drill which came in with the advent of the new rector has always 



486 EDUCATION IN INDIANA. 

been an important bnt not predominant featnre of the school. The 
academic requirements have been pushed until the school prepares 
for the most difficult examinations of American colleges. In fine, 
the grade and cliaracter of the school lias become such that it has 
been admitted as a member in the north central association of col- 
leges and secondary schools. Its diploma now admits without 
examination to any college or university in the west. The history 
of the last nine years are prophetic of a period of great usefulness. 



3. GIRLS' ACADEMIES. 

a. GIRLS' CLASSICAL SCHOOL, INDIANAPOLIS. 

The girls' classical school was founded by Theodore Lovett 
Sewall, A. B., in 1882. Mr. Sewall, who had in 18Y6 opened a 
classical school for boys, felt that a local school was even less ade- 
quate for girls than for the education of boys. His wife, May 
Wright Sewall, being deeply interested in education and wishing 
an opportunity to apply some theories of her own in the education 
of girls, suggested to Mr. Sewall that he extend his own in- 
fluence in the field of education by organizing a school whieli 
would secure to girls the same opportunities for classical culture 
which were provided for boys by the school he was already conduct- 
ing, and at the same time make provision for such special tuition 
and discipline as both Mr. and Mrs. Sewall believed to be required 
for girls. The school was opened in September of 1882. Since 
the school was organized courses of study have been introduced 
form time to time until now there are four distinct courses leading 
to graduation besides special courses which may be pursued by 
students not expecting to graduate, and, in addition to these, 
departments in art, music and household science. While entirely 
non-sectarian the inculcation of religious pi-incii)le and belief are 
steadily maintained. 

Up to date 195 young ladies have gradnated from the school; of 
this number sixty-four entered the best colleges f<n' women in the 
country. 

The school is now perfectly equipped for all kinds of work cus- 
tomary in girls' scliools and besides has a department of household 
science. It now occupies two l)uihlings. Tlic ciirolhnent for the 



EDUCATION IN INDIANA. 4S7 

current year is 130 pupils. The faculty includes twenty members. 
While it has a board of advisors, it remains what it was at the be- 
ginning, an individual enterprise, supported solely by the tuition 
of its pupils and conducted under the direction of a single mind. 

6. KNICKERBOCKER SCHOOL, INDIANAPOLIS. 

'No detailed information can be given of this school as no report 
was submitted. 



r. TUDOR HALL, INDIANAPOLIS. 

Founded by Rev. J. Gumming Smith., D. D., and Miss Fre- 
donia Allen, Ph. B., in the year 1902. 

Aim. — The aim of the school is to provide for its pupils a thor- 
ough, systematic training, with a view to an all-around efficiency, 
emphasis furthermore being placed on surrounding the school with 
a homelike atmosphere. Though the school is absolutely unde- 
nominational, yet the literature of the Bible is used as a basis of 
religious study. 

The college preparatory course receives particular attention, and 
an exceptionally high standard is characteristic of the school. 

Location. — Indianapolis is a healthful and beautiful city, far- 
famed for its homes and churches, and offering unusual opportuni- 
ties in art, music, lectures and the drama. The site of the school 
is in the most attractive residential portion. The house, contain- 
ing large, cheerful a])artments, is heated with hot water and 
lighted by electricity. 

Music— The music depai-tment is under the personal direction 
of Prof. Bellinger and his faculty, in piano, theory, and singing, 
both individual and choral. 

Physical Cidture. — Daily work in gymnasium under Miss 
Swan is given to each pupil. 

The Standard. — A school diploma requires four years of 
English, two years of Latin, one year of mathematics, three years 
of French, German or Greek, four years of Bible study, four years 
of choral work, one year of history, one year of mathematics. 

^ The Primary Department.— The aim in this department is to 
give the children a wholesome development, laying the foundations 
for future work slowly, wisely and thoroughlv. The teachers in 



488 EDUCATION IN INDIANA. 

charge have made a careful study of the application of kindergar- 
ten methods to primary work so that the pupils are led by easy 
steps and a plain path. 

In addition to the usual studies of this grade, reading, writing, 
spelling, number and nature study, the children are given lessons 
in physical training, drawing, chorus singing, Bible stories, Ger- 
man, local geography, weather observations and maps. 

Boys are admitted for the first three years of this work. 

The Preparatory Department. — In this department the students 
are taught to investigate for themselves, to consult dictionaries and 
reference books freely. 

They are impressed with the necessity of careful preparation 
and are trained in accuracy of observation and expression by 
teachers who are specialists. 

Since so much of the success in higher grades depends upon the 
work done in this, it is placed on an equal footing and taught by 
the same instructors. 

The Kindergarten. — The kindergarten makes the child at ease 
with himself and his little companions ; it teaches the alphabet of 
things, arouses a keen, happy spirit of investigation, translates the 
Golden Rule into daily living, and trains the head, the heart and 
the hand. 

The best results can not be had unless a child is entered during 
his fourth year. The general development of kindergarten pupils 
makes their progress more rapid and thorough in after years. 

4. CATHOLIC ACADEMIES. 

a. ST. MARY'S OP THE WOODS, TERRB HAUTE. 

St. Mary's of the Woods was founded in 1840 by sisters of 
Providence from Ruille-sur-Loir, France, The institution was 
cliartered in January, 1846, by the state legislature of Indiana, 
and empowered with rights to confer academic honors and coUegi ■ 
,ate degrees. The instruction is entirely under the direction of the 
sisters, aud the education given is practical, solid and refined, em- 
])i'aciug the development of the student in physical, mental and 
moral powers. 

The present enrollment is 240. The buildings are eight in 
number, the three principal ones being the church, college and con- 



EDUCATION IN INDIANA. 489 

vent. The curricula of collegiate, academic and preparatory de- 
partments are arranged after the most approved methods. 

The courses in art and music are most excellent, every advan- 
tage of equipment being offered. 



b. ST. AUGUSTINE'S ACADEMY, FORT WAYNE. 

St. Augustine's academy of Ft. Wayne, was founded in 1843 
and chartered in 1848, and is under the supervision of the sisters 
of Providence, whose mother house is at St. .Mary's, Terre Haute. 

There are preparatory and academic departments, also special 
work in music and art. 

There is one main building, well equipped in all departments. 

The present enrollment is four hundred thirty-seven, and twenty 
teachers are employed. 

The Institution is self-supporting. 



c. CONVENT AND ACADEMY OF THE SISTERS OF THE THIRD 
ORDER REGULAR OF ST. FRANCIS, WHOSE MOTHER- 
HOUSE IS AT OLDENBURG. 

The founder of the community of the sisters of St. Francis at 
Oldenburg, Indiana, is the Rev. Francis Joseph Rudolph, a native 
of Battenheim, Alsace, who was ordained priest in 1839, at Strass- 
burg, Alsace. "SVliile yet a student of theology, he resolved to de- 
vote himself to the American missions. In 1842 he came to the 
United States and commenced work at Fort Wayne. In 1844 he 
went to Oldenburg and opened a school with the best educated man 
he could find as teacher. He became convinced that the only way 
he could give the youth competent instruction was to open a con- 
vent, and others soon joined him in the work. The community 
now numbers about five hundred. 

The sisters conduct twenty-six parochial schools, one exclusively 
for colored children, and ten are at the same time public schools. 
Furthermore, ten academies are doing successful work in higher 
education. The property consists of a mother-house with 400 
acres of land and twelve mission houses. The community is gov- 
erned by a superior general, each mission by a local superior. In 
1885 the community was incorporated in the states of Indiana and 



41)0 EDUCATION IN INDIANA. 

Missouri, "under the legal title of ''Sisters of St. Francis, of ()l(le]i- 
burg, Ind./' for the purpose of establishing and maintaining a 
school and institution in Oldenburg, Ind., for training of teachers 
(females) for the education of males and females. 

There is a board of five trustees, elected for a term of three 
years, by the ballot of the community, every third year. ' The 
trustees, of whom mother superior is president, make all other ap- 
pointments of faculty, etc. 

The enrollment at present is 120 at the academy, and it is self- 
supporting. 

There is also in the community a normal school for those who 
aspire to be teachers. The attendance ranges from twenty-five to 
thirty for the winter term and from forty-five to fifty for the sum- 
mer term. 

d. ST. JOSEPH'S ACADEMY, EVANSVILLE. 

The sisters of Providence first came to Evansville from St. 
Mary's of the Woods in 1853. From that date until 1878 they 
taught the parochial schools of the assumption parish and those of 
Holy Trinity parish. 

Music and art are taught with the regular academic work. 
There are twelve teachers in all in the two parishes. 

The charter provisions of 184(3 cover all the branch houses. 

The institution is su|)ported by a salary for the parochial 
schools and the income of the high school, the music and art. 

There are 450 pupils in the two parishes and sixty in music and 
art. 

e. ST. ROSE'S ACADEMY, LAPORTE. 

St. Rose's academy was founded in 1854. It furnislies thor- 
ough courses in the common school branches, also a high school 
(academic) course. The school is a branch institution of St. 
Mary's academy (college), Notre Dame, which is under the direc- 
tion of the religiotis order of the sisters of the Holy Cross (Roman 
Catholic). 

The faculty numbers five mendiers (tf that order, and has an en 
rollment of seventy-one at present. 

The school is supported entirely by private tuition fees. 



EDUCATION IN INDIANA. 491 

/. ST. MP:INKAD COLLECiP] AND Sr]MINARY, ST. MEINRAD. 
St. J\[eiiirad college, which was first opened for the education of 
joung men in January 1, 1857, has developed since its establish- 
ment into an institution with three distinct departments and fac- 
ulties: St. jMeinrad seminary, St. Meinrad college, and Jasper 
college. The three departments of this institution are conducted 
by the fathers of the Benedictine order, which for the past fourteen 
centuries has done so much for civilization, educatiou, and the 
spread of Christian piety — and are connected with the abbey of 
St. Meinrad. The first two (for ecclesiastical students) at St. 
Meinrad, Ind., the last named (for secular students) at Jasper, 
Ind. All three departments were incorporated in the year 1890 
under the title of "St. Meinrad Abbey," subject to the laws of 
incorporation of the state of Indiana, and empowered to confer 
the usual degrees. There are seven members of the board of 
trustees chosen annually by the president of the institution from 
among the members of St. Meinrad abbey. 

The faculty of the ecclesiastical departments and the majority 
of the faculty board of the commercial department are likewise 
members of the same abbey, seventeen of them composing the 
former, and four others aided by two lay professors, the latter. 

The current enrollment of the three departments is as follows : 
in the department of theology and jdiilosophy, forty-five; in the 
department of classics, sixty-six; in the commercial department, 
ninety. 

The institution is supi^orted l)y fees from the students. The 
library contains 10, 000 volumes. 



(J. ST. .TOHiWS ACADEMY, INDIANAPOLIS. 

In June of the present year (1904) St. John's academy hopes 
to celebrate its forty-fifth annual commencement. Shortly after 
the erection of St. John's church, the first Catholic church in 
the city. Rev. Aug. Bessonies began to be solicitous about estab- 
lishing a school, and invited the sisters of Providence of St. 
Mary's of the Woods to undertake this work. In response to 
his call, a number of sisters opened an academy on the corner 
of Georgia and Tennessee streets. Two years later, an addition 



492 EDUCATION IN INDIANA. 

had to be made to accommodate all the applicants. In 1873 
the sisters removed to their present large and commodions struc- 
ture facing Maryland street. 

There are at present three hundred pupils enrolled in this acad- 
emy under the direction of seventeen teachers. The institution 
is self-supporting. A board of examiners, consisting of five mem- 
bers chosen by the reverend mother superior general and the 
Rt. Rev. Bishop of Indianapolis, annually assembles at St. Mary's 
of the Woods for the purpose of liolding the institute and the ex- 
aminations. This institute is a yearly reunion of all the teachers 
of the schools in charge of the sisters of Providence. 

The method of instruction followed embraces all that goes to 
form the character of an amiable, useful and accomplished woman. 

To preserve the integrity of the system established by the sis- 
ters of Providence, pupils that aim at graduation must conform 
strictly to the required academic course. There are eight grades 
preparatory to this course. The academic department embraces 
four grades. The music department is one of the most attractive 
of the institution. In this department instruction is given to 
the pupils collectively and individually, in order to preserve and 
cultivate each one's characteristic style. 

To contribute to the development of artistic taste, recitals are 
given semiannually, in which all the pupils who have acquired 
a certain proficiency participate, playing from memory. Aside 
from these there are monthlj^ examinations. The piano music 
course' is divided into eight grades. The time required to com- 
plete the course is determined by the pupil's talent and appli- 
cation. The class of music studied embraces selections from the 
best composers, both ancient and modern, and the students are 
expected to conform to the established curriculum. 

h. ST. MARY'S ACADEMY, INDIANAPOLIS. 

St. Mary's academy was established in 1863, the present 
building having been occupied since 1876. The institution is 
under the charge of the sisters of St. Prancis, the moral and re- 
ligous training being of paramount importance. 

There are several departments such as music, art, business, 
and liberal arts. Tlic school is supported by tuition. 



EDUCATION IN INDIANA. 493 

/. ST. CHARLES' SCHOOL, CUAWFOKUSVILLE. 

This school was founded in 18G5 bj Mother Angela, superior 
of the sisters of the Holy Cross. It is not chartered, being a small 
parochial school. At present there are eighty pupils enrolled,' 
who are taught by three sisters of the Holy Cross sent from St. 
Mary's convent, ISTotre Dame, Tnd. The school is supported by 
the tuition paid by the pupils. 



;. SACRED HEART ACADEMY, FORT WAYNE. 

This institution, a private boarding school for a small number 
of pupils, was founded in 1866 under the direction of the sisters 
of the Holy Cross from St. Mary's academy, I^otre Dame, Ind., 
it being the third school founded by the order. Its work embraces 
all the branches necessary to a refined and practical education, ten 
years being required to complete the course. The faculty now 
numbers seven, and the present enrollment of pupils is fifty. The 
institution is run on such a ])lan as to make the terms easy for 
poor students, yet it is self-su])]>(irting. 

The pupils are encouraged to edit quarterly a journal, which 
is of ffreat value in their work. 



A-. ST. MICHAEL'S ACADEMY, TLYMOUTH. 

This institution was founded in ISTO, and is under the direc- 
tion of the sisters of the Holy Cross from their mother house, 
St. Mary's, ISTotre Dame. There are two brick buildings costing 
$18,000. The school is carried on as a boarding school for boys 
under twelve years of age, and a day school for young ladies and 
children. One hundred and thirty pupils are now in attendance. 

/. ST. MARY'S ACADEMY, NOTRE DAME. 

St. Mary's academy, under the direction of the sisters of the 
Holy Cross, was chartered February 28, 1885, under an act of 
the general assembly of the state of Indiana, whereby the insti- 
tution was empowered "to confer such degrees upon scholars 
as are usual in academies of the highest standiufr." 



404 EDUCATION IN INDIANA. 

Tlie officers, superior general and four assistants form the 
council of administration and make up the board of trustees. 
The officers are elected by general suffrage, the terai of office 
being six years. The second assistant-general is directress of St. 
Mary's academy and is head of a faculty of thirty-eight members. 
Pupils enrolled for 1903-04, 300. 

There are three departments, the senior, junior and minim. 
Girls under twelve years are placed in the minim department. 
The collegiate course requires four years and special advantages 
are offered in music, art, English literature or languages. The 
entire course is practical and comprehensive, and it is the aim 
to train the heart as well as the mind, to form women who will 
grace society with their accomplishments, and honor and edify 
it with their virtues. Every attention is given to moral and 
religious culture. 

m. ACADEMY OF IMMACULATE CONCEPTION, ST. MEINRAD. 

This institution was established in 1886 by the sisters of St. 
Benedict, for the purpose of educating young ladies. It is located 
five miles from the well-known college of St. Meinrad. The 
course of instruction includes every useful and ornamental branch 
of education, divided into four departments — primary, interme- 
diate, senior and commercial. Diplomas are awarded to all those 
who complete all the studies of either senior or commercial de- 
partments. The number in attendance is twenty-five pupils. 

n. JASPER COLLEGE, JASPER. 

Jasper college was founded in 1889 and was opened for the 
occupation of students on September 12 of the same year. It 
was incorporated in January, 1890, under the laws of the State 
of Indiana, in conjunction with St. Meinrad's college, and em- 
powered to confer the usual academic degrees. The institution 
is supervised and conducted by the Benedictine fathers. 

The Et. Eev. Athanasius Schmitt, O. S. B., abbot of St. 
Meinrad's monastery, is ex officio president of the institution. 
ITot residing in the college at Jasper, he is represented by the 
reverend rector of the institution, who is the head of the college 
and is assisted by a faculty of five professors. 



EDUCATION IN INDIANA. 495 

The course of study comprises three years for the comuiercial 
course and two for the scientific course. Applicants who upon 
an examination prove themselves far enough advanced to take 
up any other course than the first may obtain their diploma 
and degree within a shorter period of time. 

The object of Jasper college is to afford the facilities for se- 
curing a solid and complete commercial and scientific education, 
and hence the college is open to all, irrespective of religious 
persuasion. 

The college is situated on the outskirts of Jasper, the county 
seat of Dubois county, and is directly accessible by the Louis- 
ville-St. I.ouis division of the Southern railway, Jasper forming 
the terminus of the Evansville and Jasper branch of the above- 
mentioned railroad. 

The college buildings are substantially built of brick and sand- 
stone, with Bedford and Lake Superior limestone trimmings. 
The kitchen, refectory and boiler-room are located in separate 
buildings especially constructed for that purpose, at a distance of 
several yards from the main structure. Tliis separation was made 
in order to obviate divers difliculties and liin<lrances, which, 
experience teaches, can not be avoided without such precaution. 
All the halls, rooms and corridors in each building are well 
ventilated and liglited l)y elcctricty, heated by an excellent system 
of steam heating, and furnished with water-pipes and appurte- 
nances. The lavatory and liathrooms, supplied with hot and cold 
water, have been fitted with the latest modern improvements. For 
cleanliness and convenience they are almost perfect. Attention 
is called to the fact that there is very little or no danger of fire 
occurring in the building. The absence of stoves, the convenience 
of fireplugs and hose, the caution taken to have every wall built 
of stone, all tend to make the construction safe against conflagra- 
tions. Fire escapes are erected on the east and west sides of the 
main building. These were put up strictly according to the 
specifications of the laws of the state of Indiana. Every appli- 
ance has been carefully and tastefully selected with a view of 
giving the college the advantage of a beautiful, commodious I'lul 
healthfully arranged edifice. 



496 EDUCATION IN INDIANA. 

The college does not enjoy the support of the state but depends 
upon the attendance of its students. The present attendance is 
ninety-four. 

0. ST. JOSEPH'S COLLEGE, RENSSELAER. 

This institution i« situated near the city of Eensselaer, about 
48 miles north of Lafayette, and 72 miles southeast of Chicago. 
The college was opened in 1891, and is incorporated under the 
laws of Indiana, with powers to confer degrees and academical 
honors. The first class graduated in 1896. 

The main building presents a frontage of 325 feet, and has 
ample accommodations for 200 students. Spacious classrooms, 
recreation, cheerful refectories, fine reception rooms, a beautiful 
chapel, comfortable private rooms, airy dormitories, lavatories, 
bathrooms, a replete gymnasium, etc., form parts of this model 
establishment. A smaller building is devoted to the musical de- 
partment of the institution. A spacious music hall, eight practice 
rooms, besides apartments for the use of the military l)and and 
orchestra belong to this department. 

The recreation grounds are extensive and afford everj^ facility 
for beneficial and manly sports. The surrounding groves, lawns 
and the campus are very extensive and beautiful. According to 
the American Jourual of Health, St. Joseph's "is an ideal board- 
ing school from the view point of the hygienist." 

St. Joseph's college is exclusively a Catholic institution, 
founded and conducted by the fathers of the Society of the Most 
Precious Blood, a religious community engaged in educational 
and missionary work. 

The board of trustees is composed of six persons, elected by 
the members of the community, in whom the ownership and con- 
trol of the college is vested. The president and other officers are 
appointed by the ofiicials of this community. The faculty at 
present consists of thirteen professors and two assistants. 

The college has three different courses of study, the collegiate, 
the normal and the commercial. For the completion of the 
normal and couuncrcial courses a throe ^years' attendance is re- 
quired; for the completion of the classical or regular collegiate, 
six years. The degree of Bachelor of Arts is conferred on the 



EDUCATION IN INDIANA. 497 

student who has suecessfiillv completed the collegiate course. To 
obtain this distinction he must pass satisfactory examinations in 
religion, logic, ethics, Latin, Greek, English literature, poetics, 
plane and spherical trigonometry, geometry, algebra, ancient and 
modern history. 

A diploma is awarded to the students of the normal and com- 
mercial course for proficiency in religion, English, mathematics, 
pedagogy, ]ihysiology, United States history, physical geography, 
civil government. Bookkeeping, commercial law, mathematics, 
typewriting and stenography form the greater part of the com- 
mercial course. 

Besides these branches there are many optional branches such 
as the principal modern languages, especially German and 
French ; the sciences, astronomy, botany, physics, geology, and 
zoology. 

A complete course of instruction in instrumental and vocal' 
music is also included in the curriculum of the college. It in- 
cludes a thorough understanding and application of the principles 
of harmony and musical composition. 

The institution is also equipped with a library of several 
thousand volumes, two reading-rooms and libraries for the stu- 
dents, a well-selected museum of curiosities as also the apparatus 
necessary for the science classes. 

At present St. Joseph's college has an enrollment of l;>0. The 
college is supported entirely by the tuition fees of the students. 



32— Education. 



THIRD DIVISION. 

HIGHER EDUCATION. 



149',!) 



I. Universities, Colleges and Normal 
Schools. 



A. STATE INSTITUTIONS. 

1. STATEMENT. 

The first proposition looking toward an appropriation of pnblic 
lands in the Northwest territory for the support of education 
was made June 5, 1783, when Col. Bland, of Virginia, moved 
in congress to divide the territory into districts suitable for pros- 
pective states, and for a reservation of lands for the founding 
of seminaries of learning. 

On May 20, 1785, a law was enacted which provided that sec- 
tion 16 in every toAvnship should be reserved for the maintenance 
of public schools. This reservation marks the beginning of the pol- 
icy which, uniformly observed since then, has set aside one-thirty- 
sixth of the land in each new state for the maintenance of com- 
mon schools. This act of the continental congress may be looked 
upon as the beginning of state education in the west. 

On July 23, 1787, two additional townships were gained for 
the state of Ohio, for the perpetual support of a university. The 
precedent here established gave Indiana an opportunity to claim 
a similar donation from congress, which she afterward obtained. 

On March 26, 1804, congress passed an act providing for the 
sale of certain lands in the three districts — Detroit, Kaskaskia 
and Vincennes — "with the exception of the section numbered 10, 
which shall be reserved in each township for the support of schools 
within the same; also, of an entire township in each of the three 
described tracts of country or districts to be located by the secre- 
tary of the treasury for the use of a seminary of learning." On 
the 10th of October, the said secretary located township 2 south, 
range 11 east, now in Gibson county, Indiana, for the above stated 
use. 

(501) 



502 EDUCATION IN INDIANA. 

Bv an act to provide for the admission of Indiana as a state 
into the union, congress provided, April 10, ISlfi, "that one entire 
township, which shall be designated by the president of the United 
States, in addition to the one heretofore reserved for that purpose, 
shall be reserved for the use of a seminary of learning to be 
appropriated solely to the use of such seminary, by the legislature 
of the state." The first general assembly of Indiana territory 
passed "an act to incorporate a university in the Indiana terri- 
tory.'' This act was approved I^ovember 29, 1806, and the insti- 
tutinii was then and is still known as Vincennes university. 
This was the first institution for higher learning within the limits 
of Indiana. To it was given the seminar}^ township, as referred 
to above, and power was granted it to sell four thousand acres, 
to receive bequests, and to hold not exceeding one hundred thou- 
sand acres of land. The lottery method was at one time employed 
to raise funds for the support of the institution and to procure 
a library. Public sentiment condemned this policy, and it soon 
ceased to operate. In 1822 an act was passed by the general 
assembly for the practical confiscation of its land for the support 
of its new "state seminary" at Bloomington, and in 1824 the 
state formally declared the Vincennes institution extinct. This 
act provided for the sale of the seminary township in Gibson 
county and for the use of the money as a productive fund for 
the benefit of the state seminary, previousl}' established at Bloom- 
ington. 

The withdrawal of state care and attention from this early 
school is not fully explained. Tlie removal of the capital; the 
carelessness of trustees and indifference of its friends ; the rise 
of similar "academies" and "seminaries" in other portions of the 
state ; and perhaps, political influence — all these worked adversely 
to the continuance of the school at Vincennes as a state insti- 
tution. 

ISTotwithstanding the many reverses of this institution, its early 
history is an essential part of the history of higher education 
by the state. Its early life represents the first effort of the people 
toward a state university. Thus, in the wilderness, among hardy 
pioneers, before the state took its place in the Union, and years 
before any system of common sdiools for its i)(M»])le had birth. 



EDUCATION IN INDIANA. 50;] 

the representatives of the people iua(h? provision for hii>lier edu- 
cation. 



a. INDIANA UNI VP:H8ITY— BLOC ).MIX(;T()N. 

In aeeordance with seetion 3, article IX of the constitution 
of 1810, the general assenibly, bv an act passed and approved 
January 20^ 1820, took the first definite step toward the estab- 
lishment of the Indiana university, and as a result the Indiana 
seminary was opened in May, 1824. Within three years it had 
made such progress in nmnber of students and the general char- 
acter of its work that a board of visitors, appointed by the general 
assembly in 182^, recommended that the Indiana seminary be 
raised to the dignity of a college. On January 28, 1828, this 
recommendation was enacted into law. The continued growth 
and increasing importance of the institution led the general assem- 
bly, in 1838, to confer upon it the name and style of the Indiana 
university. 

The board of trustees of the Indiana university is required 
to report biennially to the governor of the state, and to the super- 
intendent of public instruction whenever by him requested, on all 
matters relating to the university. The whole administration of 
the university is likewise open to the inspection of a board of 
visitors, composed of the governor, lieutenant-governor, speaker 
of the house of representatives, judges of the supreme court, and 
the superintendent of public instruction; and all accounts of the 
university are regularly audited by the auditor of state. The 
president of the university also is ex-officio a member of the 
state board of education, a body wdiich has general supervision 
of public education within the state. 

Under the system authorized by the constitution and the laws 
of the state, instruction for the first eight years of school life 
is furnished in the grades, the next four in the high school, and 
the last four in the university. 

The annual attendance prior to 1850 ranged from thirty-eight 
in 1841 to one hundred and fifteen in 1848. From 1850 to 1884 
the smallest attendance in the university was forty-eight in 1853, 
the largest one hundred and ninety in 1881. The remarkable 



504 EDUCATION IN INDIANA. 

growth in tbe last fifteen years .is shown hy the following five- 
year table: 

1888 275 

1893 572 

1898 1049 

1903 1469 

Dr. William Lowe Bryan is president of the nniversity. He 
is tenth in line of succession. In chronological order the list of 
presidents is as follows: Andrew Wylie, D. D., 1829-51; Alfred 
Eyors, D. J)., 1852-53; William Mitchel Daily, D. D., LL. D., 
1853-59; John Hiram Lathrop, LL. D., 1859-60; Cyrus Nutt, 
D. D., LL. D., 1860-75; Lemuel Moss, D. D., 1875-84; David 
Starr Jordan, Ph. D., LL. D., 1884-91; John Merle Coulter, 
Ph. D., LL. D., 1891-93; Joseph Swain, M. S., LL. D., 1893- 
1902; William Lowe Bryan, Ph. D., since 1902. 

Admission to the university was, until the college year 1868-69, 
restricted to men, but by a resolution of the board of trustees 
the doors of the university were at the beginning of that year 
opened to women on the same terms. Since 1869, therefore, 
the university has boen co-educational in all its departments. Of 
the fourteen hundred and sixty-nine students in Indiana uni- 
versity last year, nine hundred and nine were men and five 
hundred and sixty were women. 

Indiana university was one of the first educational institutions 
of the country to adopt the elective course of study. This system 
is designed to secure a fundamental uniformity in the work of 
all students, and at the same time be fiexible and adaptable to 
the needs of individuals. An equal amount of preparation for 
admission is required of all students — all must take a group of 
similar prescribed studies, all must follow some special line of 
study during three or four years. All students meeting the uni- 
versity requirements receive the degree of bachelor of arts. At 
the same time the student is granted groat freedom in the selec- 
tion of his studies, the educational value of the element of per- 
sonal choice being fully recognized. 

The board of trustees is composed of eight mend^ers, five of 
whom are selected by the state board of education, and three by 
the alumni of the institution. The officers of the board are a 
president, secretary and treasurer. 



EXfUCATION IN INDIANA. 505 

There are seventy-one members of the faculty who were edu- 
cated in sixty of the leading institutions of America and Europe. 
Exclusive of the school of law and the school of medicine, there are 
nineteen departments, as follows : Greek, Latin, Romance lan- 
guages, German, English, history and political science, philosophy, 
economics and social science, pedagogy, mathematics, mechanics 
and astronomy, physics, chemistry, geology and geography, zool- 
ogy, botany, fine arts, music and physical training. 

The first site of the university adjoined the town on the south. 
This site lay in Perry township, the township granted by congress 
in 1816 for seminary purposes. Here in a temporary structure 
was opened in 1824 what was called the state seminary, the style 
being chauged to Indiana college in 1828 and to Indiana uni- 
versity in 1838. In 1836 a more pretentious building was erected, 
which was destroyed by fire in 1854, with its valuable contents 
in the form of libraries and collections. The friends of the uni- 
versity then rallied to its aid, and another and better building 
was erected. This building, one of the most picturesque in Bloom- 
ingtou, is now known as the old college. It was purchased in 
189Y by the board of education of the city of Bloomington, and 
is occupied by the Bloomington high school. In 1874 a second 
larger building, of similar design to the old college, was erected 
for the libraries and museum. In a second fire, in 1883, this 
building, with all its contents, was destroyed. 

The fire of 1883 marked a turning point in the history of 
the institution. It was decided to remove the university to a 
more ample site and one away from the noise and disturbance 
of the railway. For this purpose the tract known as Dunn's 
woods, east of the city of Bloomington, was purchased. Including 
later purchases, the campus noAv has an extent of about fifty 
acres. The campus proper is well wooded and of a rolling na- 
ture; a portion of the remainder is more level, and is used for 
the athletic field and for tennis courts. 

The cam])us is cared for by an experienced gardener, who, 
under the direction of the department of botany, has set out many 
rare plants, shrubs and trees. The chief university buildings 
form an L on the crest of the campus proper, the longer line 
of the L overlooking the town to the west. The chief buildings, 
beginning with the one nearest the city, are: Maxwell hall, 



506 EDUCATION IN INDIANA. 

erected in 1890; Owen hall, 1884; Wylie hall, 1884; Kirkwood 
hall, 1894; Science hall, 1902. Other hnildings are: Mitchell 
hall, 1884; Kirkwood observatory, 1900; the men's gymnasium, 
1896; the power house, and the old gymnasium. 

Maxwell hall, which forms the north side of the L, is named 
for Dr. David H. Maxwell, one of the most energetic promoters 
of the state seminary and a life-long friend of the university in 
the three stages of its development, and for his son. Dr. James D. 
Maxwell, a member of the board of trustees from 1860 to 1892. 
The building is of white limestone and is fireproof. In architec- 
ture it is romanesque, with the characteristic grotesque and ara- 
besque oi'iiaiiiciits of the style. Maxwell hall is used chiefly for the 
library and a(hiiinistrative oflices. Quarters in the basement 
are occupie(l In- the co-operative association and the woman's 
league. 

Owen lial], a s(iuare brick building with pentice vestibule, is 
named for Richard Owen, the geologist, who was professor of 
natural science in Indiana university from 1862 to 1879. It 
is practically fire])r(iof. Ow^en hall contains the collections in 
natural history, and (|iuirters of the departments of zoology and 
botany. A greeidi(uise for the use of the department of botany 
has been erected in connection with this building. 

Wylie hall (])artially destroyed by fire February 7, 1900, but 
now entirely restored and increased by one story) is larger and 
more imposing than Owen hall. Like Owen it is built of brick, 
trimmed with stone. Dr. Andrew Wylie, the first president of 
Indiana university, and Professor Theopolis A. Wylie, the col- 
league of Professors Owen and Kirkwood, are worthily com- 
memorated in this building, erected in 1884. Wylie hall is 
devoted to/chciiiistrv (basement, first floor and part of second), 
mathematics (second tloor), and hiw and the law library (third 
floor). 

Kirkwood liall is tlic sccoimI largest l)iiil(ling on the campus, 
and is l)iiilt of wliilc limestone. A romanesqiu* portal surmounted 
by a massive sipiai-e tower is the most striking feature of the 
facade. The biiildiui!,' contains the rooms of the following de- 
partments: Knglisli (basement and first floor), economics and 
social science (basement and first floor), history and political 
science (first floor), (ireek (second floor), Latin (second floor). 



EDUCATION IN INDIANA. 507 

Romance languages (second floor), German (second floor), fine 
arts (third floor). The Christian associations also have quarters 
in the third story, while a women's waiting room is provided 
on the first floor. 

Science hall was com'pleted in 1902 and dedicated January 
21, 1903, in connection with the exercises of foundation day 
and the installation of President Bryan. It stands at the tip 
of the L. Its interior construction is of brick, iron and con- 
crete, the exterior being of white limestone. It is fireproof, and 
is the largest building on the campus. It contains a basement 
and four stories, and is occupied by the following departments : 
Pliysics (basement and first floor), philosophy and psychology 
(second floor, third floor), pedagogy (second floor, third floor, 
fourth floor), geology and geography (third floor, fourth floor). 

Mitchell hall, named for the Hon. James L. Mitchell, a grad- 
uate of 1858 and trustee from 1883 till his death in 1894, is a 
wooden structure east of Science hall, and is at present used 
for the women's gymnasium. 

Kirkwood observatory, situated southwest of Maxwell hall, is 
built of white limestone. It contains six rooms, including a 
circular dome room twenty-six feet in diam'eter. Both the ol>serv- 
atory and Kirkwood hall are named in honor of Dr. Daniel Kirk- 
wood, one of the most eminent of America's astronomers, who 
was for many years a member of the faculty of the university. 

The men's gymnasium was erected in 1896, It is a frame 
structure of modern design. In addition to its athletic uses, it 
serves as an assembly room for the public exercises of the 
university; when so used, the. floor and gallery have a seating 
capacity of 1,000. The old gymnasium, north of Owen hall, is 
still 'used for practice games of various kinds. 

Behind the men's gymnasium is the power house. From this 
central plant all the buildings, except Kirkwood observatory, are 
supplied with steam heat and electric light, and the laboratories 
of the departments of physics, chemistry and psychology with 
electricity. 

In the tract of low ground lying northeast of Owen hall and 
the men's gymnasium is Jordan field, the athletic grounds — named 
in honor of David Starr Jordan, president of the university from 
1881 to 1891. I-Iere a fic^ld for football and baseball has been 



508 EDUCATION IN INDIANA. 

graded and H running track laid out; on the contiguous ground 
to the west are located a number of tennis courts for the use of the 
men students. In the wooded ground on the south side of the 
campus, conveniently near to Mitchell hall, are two well-shaded 
courts for women. 

The Indiana university biological station is located at Winona 
Lake, Indiana. The Winona Assembly has erected for the sta- 
tion two buildings, each 20x45 feet and two stories high. The 
tenth annual session will be held in 1904. 

The funds of the university, in its earlier days, were derived 
almost wholly from the proceeds of the seminary lands, from 
gifts, and from fees paid by students. In 1867, by an act ap- 
proved March 8, the general assembly provided for the increase 
of these funds by an annual appropriation. "Whereas," the act 
roads, "the endowment fund of the state university, located at 
IJloomington, Monroe county, is no longer sufficient to meet the 
growing wants of education and make said university efficient 
and useful ; and whereas, it should be the pride of every citizen 
of Indiana to place the state university in the highest condition 
of usefulness and make it the crowning glory of our present great 
common school system, where education shall be free," therefore 
eight thousand dollars annually were appropriated out of the state 
treasury to the use of the university. This amount was found 
insufficient, and from time to time the amount of the annual 
appropriation was increased. In 1883, by an act approved March 
8, provision was made for a permanent endowment fund to be 
raised by the levy, for thirteen years, of a tax of "one-half of 
one cent on each one hundred dollars worth of taxable property 
in this state," to be paid into the state treasury to the credit of 
the Indiana university. In 1895 an act was passed (approved 
^Farcli 8), levying an annual tax of "one-sixth of one mill on 
every dollar of taxable property in Indiana," the proceeds to 
be divided among the Indiana university, Purdue university, and 
the Indiana state normal school, in lieu of any further annual 
appropriations for maintenance. Of this amount the Indiana 
university received one-fifteenth of a mill on the taxable ])roperty 
in the state. By an act approved March 5, 1903, this law was 
amended, and Indiana university now receives one-tenth of a mill 
on every dollar of taxable property in the state. 



EDUCATION IN INDIANA. • 509 

>»■ 

Indiana university is pre-eminently the institution of the peo- 
ple. It is the concrete example of the democracy described by 
President William Lowe Bryan in his inaugural address when 
he said : 

"What the ])eople need and demand is that their children 
shall have a chance — as good a chance as any other children in 
the world — to make the most of themselves, to rise in any and 
every occupation, including those occupations which require the 
most thorough training. What the people want is open paths 
from every corner of the state, through the schools, to the highest 
and best things which men can achieve. To make such patlis, 
to make them open to the poorest and lead to the highest is the 
mission of democracy." 

The rapid increase in the attendance is the best evidence that 
the university is fulfilling its mission. Worth and not wealth is 
the test applied in the class room and in society. Last year almost 
fourteen hundred of the sons and daughters of Indiana alone 
were in attendance. For the last five years every county in the 
state has been represented annually. The course of study keeps 
abreast of the times. Every honorable calling is ably represented 
by the graduates of the institution. 

ft. PURDUE UNIVERSITY— LAFAYETTE. 

Purdue university, located at Lafayette, Ind., originated in 
the act of congress approved July 2, 1862, appropriating public 
lands to the various states for the purpose of aiding in the main- 
tenance of colleges for instruction in agriculture and the mechanic 
arts. The state of Indiana acce])ted the provisions of the act of 
congress by an act of legislature approved March 6, 1865, thus pro- 
viding for the establishment and maintenance of the institution. 
Two subsequent acts of congress for the further endowment of the 
institution have been formally accepted under the stated conditions 
by the legislature of the state, which has also fixed the name and 
location of the university. 

From the first, the institution has been under the control of 
trustees appointed either by the legislature or the governor. These 
trustees, now nine in number, are responsible for all ofiicial acts, 
are subject to removal, and are in the strictest sense trustees of 



510 EDUCATION IN INDIANA. 

the state's interest. The property of the institution is hehl in the 
name of the state and can not be disposed of without legishition. 

The plan and purpose of tlie university is to provide liberal 
instruction in those arts and sciences relating to the varions 
industries, and to conduct investigation and disseminate informa- 
tion concerning the principles and applications of agricultural 
science. The scope and work of the university is fixed by law as 
set forth in the three acts of congress relating to the establishment 
of the institution as follows : 

The act approved 1862, a])])r()])riatiiig laii<ls, states that — 

•"I'lic IciiiliD.u' ()l).jccts sli.-ill he, without cxcludiii.i;' oHht scicntilic nml 
classical studies, aiul including- military t.-ictics. to tcju-li sui-li hrjiiichcs of 
learning as are related to agriculture and tlie niecluuiic arts, in sucli man- 
ner as tlie legislatures of the states may respectively prescribe, in order t(t 
jjiomote the liberal and jiractical education of the industrial classes in the 
several pursuits and luofcssions in life." 

The act ap])roved 1887 ap[)ropriat('s $].-), 000 annnally tor the 
experiment station, and states^ — 

"That in order to aid in acquiring and diffusing among the people of 
the United States useful and practical informaticni on sul)jects connected 
with agriculture, and to ])romote scientific investigation and experiment 
respecting the principles and applications of agricultiu'.al science, there 
.sliall l»e estaltlished, etc." 

The act of 1890 appro])riates f$"2r),()()0 inniually for mainte- 
nance with the provision that it 

"I'.e api)lied onl.v to instruction in agriculture, the mechanic arts, the 
English language, and tlie vai-ious liranches of niatliematical, pli.vsical. 
natural and economic scii'Uce, \\ ith special refej'ence to their applit-ation 
in tlic industries of life and to the facilities for siich instruction." 

In accordance with this law the iiiiiv(»rsity offers the following 
courses of instrnetion : 

1. Agriculture.— (a) Science and iiractice of agi'icnltnre. (In liorticul- 
ture. (c) entonuilo.gy, (dl a.gri<'ultural chemistry, (ei veterinar.v science, 
(fl d:i trying, (g) animal husbamlry. 

'_'. Api)lied Science. — (a) Biology. (In clicmistry. (ci physics, (d) indus- 
ti'i.-il art, (e) sanitary science. 

.".. .Mi'cliaiiical En.gineering.— (a) Shop jiractice, (hi machine design, (c) 
transmission of power, (d) hydraulic engineering, (ei steam engineering. 

4. Civil Engineering.— (a) Shoi) practice, (bi r.ailway engineering, (c) 
bridge engineeiMng, (d) hvdraulic eiigineei-ing, (el sanitarv engineering. 



EDUCATION IN INDIANA. 511 

."). K'lt'clrical P]ugiueei-ing.— (a) Shop practice, (b) machine design, (c) 
elect lical engineering, (d) dynamo construction, (e) installation and man- 
agement of electric railway and ligliting plants, (f) telephonic engineering. 

(i. Pliarmacy. — (a) Pharmacy, (b) chemistr}% (c) materia medica, (d) 
lircscription practice, (e) botany. 

In addition to these departments of instruction the agricultural 
experiment station is occupied solely witli investigations pertain- 
ing to agricultural problems. 

Instruction was begun at Purdue In 1871. The first class 
graduated in 1875, since which time the instructional work of 
the institution has been continuous. 

One thousand eight hundred students have been graduated from 
the institution, and over six thousand have received instruction 
for a longer or shorter period. 

The faculty numbers one hundred. Tlie courses of study are 
continuous throughout the year, hence the annual enrollment is 
practically complete by the close of the first semester. At that 
time, February 1, 1904, the enrollment was 1,424. 

The institution is supported by the interest on its endowment 
fund ($340,000) ; by the proceeds of the state educational tax 
of 1-20 of a mill on each one hundred dollars of taxable prop- 
erty, and by an appropriation from the United States of $25,000 
per annum, known as the Morrill fund. 

The Indiana experiment station, which is an organic part of 
the university, receives its support from the United States, and 
the farmers' institutes are supported by funds received from 
the state, of which the university acts as trustee. 

Equipment. — The grounds of Purdue comprise one hundred and 
eighty acres, fifty acres of which constitute the university cam- 
pus, the remaining one hundred and thirty serving as a farm- 
laboratory for the school of agriculture and experiment station. 

Twenty-two large buildings accommodate the various depart- 
ments. University hall is occupied by the library and reading 
room, the halls of literary societies, and the offices of the registrar 
and the secretary of the board of trustees. The engineering build- 
ing, presenting a floor space of more than an acre, contains the 
offices, lecture rooms, drawing rooms, shops and extensive labora- 
tories of the departments of mechanical and civil engineering. 
The electrical building, chiefly characterized by its laro-o dvnamo 



512 'EDUCATION IN INDIANA. 

laboratory, is clev<)to(l to tlio departnicntH of electrical engineering 
and physics. Science hall is the home of the departments of 
biology and chemistry. Agricultural hall, the experiment sta- 
tion, the veterinary infirmary and a group of extensive farm build- 
ings give accommodation to various phases of the work of the 
school of agriculture. Purdue hall is occupied entirely by reci- 
tation and lecture rooms, the pharmacy building by the depart- 
ment of pharmacy, and the art hall by the lecture room and 
studios of the art department. The latter building also serves 
as a dormitory for women students. The Eliza Fowler hall is 
a beautiful building containing the auditorium used for public 
and official functions of the university, and also the offices of the 
president of the university. 

In the organization and development of the various departments 
at Purdue, there have been supplied liberal facilities for the accom- 
modation of students in experimental study and research. It is 
not too much to say that a marked characteristic of the university 
is to be found in the number and extent of its laboratories. The 
equipment Avhich fills these laboratories is in all cases of a very 
practical sort. In tlioiii, the student of engineering finds machines 
identical in size and character with those which in power-stations 
and factories are doing the world's work; the student of science 
comuiands instruments and apparatus not inferior to those wuth 
which ])rofessional scientists employ their time ; while the student 
of agriculture deals directly with the macliines, the materials and 
the aninuils of the farm. 

In the de}:»artments of engineering, the work shops for begin- 
ning students are elaborately equipped with tools and machines 
for carpentry and joinery, pattern making, foundry work, forging 
and machine work, and are sufficiently extensive to accommodate 
one hundred and sixty men at a time. The steam engine lab- 
oratory for more advanced students contains fifty or more typical 
engines, the largest of which is rated at 300-horse power. There 
are Corliss engines and plain slide valve engines, pumping en- 
gines and mill engines, and of whatever character, they are in 
all cases mounted in such a way as to permit their action to be 
studied and their performance to be tested. 

A separate building contains a locomotive testing plant embrac- 



EDUCATION IN INDIANA. 513 

ing' a modern locomotive so mounted that it may be fired and 
its motion controlled precisely as if it were* upon tlie road. 

The electrical laboratories contain more than thirty dynamos 
and motors which are served by switchboards having more than 
four hundred terminals. ISTine other switchboards serve in con- 
nection with a large array of accessory apparatus. The photo- 
metric laboratory, the telephone laboratory, the storage batteries 
and the instrument cabinets each have their appropriate equip- 
ment. 

Similarly, for field work in surveying, for hydrograpliic work, 
and for astronornical work in connection therewith, the equipment 
of the civil engineering cabinets contains types of all instruments 
usually employed in such work, the list including no less than 
sixteen engineer's transits and thirteen levels. 

The laboratory for testing materials contains a large variety 
of testing machines for making tests of materials of construction 
in tension, compression, torsion, and abrasion under both static 
and impact conditions. Facilities exist for testing cement and 
concretes. A full supply of cabinet apparatus for delicate meas- 
urements is provided. 

In the department of hydraulics, also, there are steam and 
power pumps, water-wheels and motors, standpipes and weir tanks, 
together with accessory apparatus for expert testing. 

The engineering laboratory is the repository of the American 
master car-builders' association, and as such contains the air- 
brake testing rack, embracing the complete air equipment for 
two railway trains of fifty cars each, and a brake shoe testing 
machine designed to determine the coefficient of friction between 
brake shoes of various materials, and a standard car wheel, these 
being the property of the association. A locomotive museum 
contains four historic locomotives. 

The science laboratories include a suite of rooms occupied by 
the department of biology. There are rooms for general biology, 
physiological and cryptogamic botany, bacteriology, sanitary sci- 
ence, fermentation, vegetable physiology and plant pathology. The 
equipment of these laboratories includes microscopes, microtomes, 
dissecting instruments, illustrative apparatus, herbarium and col- 
lections, its extent being suggested by the fact that there are as 

33— Education. 



514 EDUCATION IN INDIANA. 

many as twenty Beck, antl fifty Bauscli and Lonib\s microscopes. 
Similarly, the department of chemistry has, in addition to its 
general laboratory which is equipped to accommodate one hundred 
and seventy-six students at a time, a laboratory for quantitative 
analysis, special laboratories for advanced study, a departmental 
library, balance rooms, furnace rooms, store-rooms, etc., while 
the pharmaceutical laboratories include a prescription room which 
is equipped as a modern dispensing pharmacy, and a pharma- 
cognosy room, the cabinet of which includes 1,100 specimens of 
crude drugs and chemicals. 

The equipment of the department of agriculture includes a 
Uiboratory of agricultural phj^sics for work in mechanical analysis 
of soils, a laboratory of agricultural chemistry, a horticultural 
laboratory supplied with modern appliances for the study of 
various operations in plant reproduction, and for the investiga- 
tion of problems in economic botany. A dairy laboratory occu- 
pying a series of twelve rooms is equipped as a modern creamery 
for butter and cheese making, while a room devoted to farni- 
dairjdng involves more simple apparatus. 

A veterinary laboratory and museum and an entomological lab- 
oratory contain cabinets and equipment usual in such cases. The 
farm machinery contains an exhil)it of modern agricultural ma- 
chinery, and an agricultural museum contains a collection of 
specimens of soils, fertilizers, wools, cereals, etc. 

The agricultural experiment station, while devoted chicHy to 
])rol)lems of agricultural research, opens its well-equi])ped labora- 
tories to advanced students in chemistry, botany and veterinary 
science. 

The college farm with its one hundred and thirty acres is di- 
vided into fields upon which staple Indiana crops are systemati- 
cally raised, the rotation and the fertilization being after a plan 
covering a considerable number of years. The live stock farm 
is designed to serve in class room work for judging types and 
breeds, and for experimentation. WTiile most of the animals are 
bred on the farm, the university from time to time makes pur- 
chase of stock from some of the best flocks and herds of Europe 
and America. 

The orchard of the farm contains fifty varieties of Kussiau and 
standard a]ti)lc trees, ;nid numerous varieties of ])ears, ]dunis. 



EDUCATION IN INDIANA. 515 

clierric. and ..tluT fn.il fr.vs, as wll as oTapcs, lush fnnis nn.I 
strawberrioy. 

c. THE INDIANA STATE NORMAL SCHOOL-TERRE HAUTE. 

The act of til,- general assembly wliicli created the state normal 
school was a])pr..ve;l December 20, 1865. This act defined the 
object of the school to be "the preparation of teacliers for teaching 
m the common schools of Indiana/' provided for the appointment 
of a board ..f trnstecs, the location of the buildings, the organi- 
zation of a training school and the adoption of courses of study 
and created the normal school fund for the maintenance of the 
institution. The act further required the trustees to locate the 
school at the town or city of the state that should obligate itself 
to give the largest amount in cash or buildings and grounds to 
secure the school. The city of Terre Haute was the only place 
to cffer any inducements to secure the institution. A tract of 
land three hundred feet square near the center of the city valued 
at $25,000, and $50,000 in cash were offered, and the city agreed 
to maintain forever one-half the necessarv expense of keepin- 
the bu.ldmg and grounds in repair. This liberal offer was ac- 
cepted, and the construction of the buikling was begun. Aided 
by subsequent a impropriations, the trustees were able to complete 
certain portions of the building, an,! the school was opened Janu- 
ary, 1870. The professinial training of teachers was an experi- 
ment m Indiana, and the institution began its work without the 
conh.lence and united support of the people of the state. 

Iwenty-three students were present on the opening day, and 
this number increased to forty by the end of the tm-m The 
attendance has grown steadily since the opening of the school 
and during the vear ending October 31, 1003, 1,791 different 
students were enrolled. In 1887 the school had become so laroe 
that It was necessary f<,r the high school of Terre Haute, which 
had occupied a portion of the building since its completion, to 
find new quarters, thus leaving the entire building of three stories 
to be occupied by the normal school alone. 

On the forenoon of April 9, 1888, the bnihiing and its contents 
were almost totally destroyed by fire. Only the foundations were 
loft unimpaired; the library, furniture, apparatus and evervthino- 



516 EDUCATION IN INDIANA. 

in the building — tlie accunmlation of eighteen years — were con- 
sumed. Terre Haute provided temporary quarters for the school, 
and, under the contract to maintain one-half the expense of repairs 
to the buildings and grounds, promptly gave $50,000 in cash with 
which to begin the work of rebuilding. The next general assembly 
appropriated $100,000 for the completion of the building and the 
purchase of a new library, etc. With these sums the school con- 
structed a commodious and beautiful l)uilding and purchased an 
equipment for every department much superior to that possessed 
before the fire. 

The legislature of 1893 appropriated $40,000 for the construc- 
tion of a new building to be used for gymnasia, library and labor- 
atories. The general assembly of 18l»5 ai)pr()priated $20,000 and 
the general assembly of two years later $10,000 with which to com- 
plete this building. 

Material Equipment. — The state normal school occupies two 
large, handsome buildings, each four stories high. The larger 
building, constructed immediately after the fire of 1888, is about 
190x150 feet, and is a very commodious, well-appointed school 
building. It contains an assembly room capable of seating three 
liundred persons, a beautiful chapel which seats comfortably one 
thousand persons, the president's office, reception room, cloak room, 
class rooms, wash rooms, etc. It is, architecturally, one of the 
most beautiful buildings in the state, and its internal arrangement 
is well adapted to the purpose for which it was constructed. 

The second building is about 100x100 feet, and is, architec- 
turally, in general harmony with the larger building. The base- 
ment story contains the two gymnasia ; the second story is occupied 
by the library. This is a large, well-lighted, beautiful room, ad- 
mirably adapted to library use. The third story is occupied by the 
several science departments. The fourth story is used by the 
literary societies and the Y. M. and Y. W. C. associations. The 
library is equipped with every needed appliance, and contains 
about 35,000 woll-selocted volumes. The chemical, biological and 
physical laboratories on the third floor are substantially finished 
and are equipped with everything needed for the science work of 
the school. 

Probably there are few, if any, normal schools in the TTnitod 



EDUCATION IN INDIANA. 517 

States that are more fully equipped in all their departments for 
work than is this institution. 

Proposed Enlargement. — The general assembly of 1903 made a 
.very liberal provision for an increased support of the school. A 
specific appropriation of $50,000 was made for the construction of 
a training school building, and a very substantial advance in the 
institution's annual maintenance was given by increasing the tax 
for the support of the school. 

For many years the school has felt greatly hampered by the 
presence in its main building of the large training schools which it 
is necessary to maintain. These schools have occupied portions of 
the building very much needed for the other work of the school. 
In addition to this fact, it has been impossible to provide room 
enough for maintaining the training school commensurate with the 
important Avork that it is intended to do in the preparation of 
teachers. A suitable site has been purchased near the present 
buildings and it is the intention to erect thereon a modern building 
complete in all its details, to be used as a training school building. 
Every effort will be made to construct a model building that shall 
afford every facility for the work of the training school. The 
training school itself will then be enlarged so that each of the 
eight grades below the high school will have a large, well-ventilated 
room complete in all of its appointments. Heretofore it has been 
necessary to have more than one grade in each of several of these 
rooms. With the new building contemplated, each grade will be 
to itself in a separate room and managed by a single teacher. A 
portion of the new training school building will be set apart for 
elementary manual training work. The $50,000 appropriated by 
the general assembly will be supplemented by about $25,000 taken 
from the general funds of the institution, in order that the train- 
ing school building may be in every respect a modern, model and 
complete school building. 

The increase in the tax for the support of the school will give 
the institution, beginning July 1, 1904, about $100,000 annually 
for its maintenance. This will enable the school to enlarge many 
of its courses and provide additional teachers. It is the intention 
to offer courses in the various advanced subjects that will equip 
teachers in every way for teaching the most advanced high school 
subjects. 



518 EDUCATION IN INDIANA. 

The Purpose of the School. — The statute of 1865 which created 
the Indiana state normal school clearly defined its object. This 
was declared to be "the preparation of teachers for teaching in the 
common schools of Indiana." The state normal school, then, is 
not an institution for general culture for its own sake; it is a 
special school — a professional school. Its sole purpose is to confer 
on its students that education, discipline, professional training 
and practical skill which will best fit them for teaching in the ])ul)- 
lic schools of Indiana. The school limits its attention and work to 
this one thing — the preparation of teachers for teaching in the 
conmion schools of Indiana. 'No person is admitted who does not 
enter for the purpose of preparing to teach in the common scliools 
of the state, and all the work of the school has this one end in view. 
Perhaps a brief statement of the school's work in its attempt to 
fulfill this one object of its existence may aid some to determine 
whether or not they wish to become students. 

Since the connnon schools of the state consist largely of the 
district and grade schools and the greater part of the common 
school work is in the elementary or common branches, the state 
normal school seeks first of all to ground its students (such as do 
not already possess this knowledge) thoroughly in the common 
or legal branches of study. These lie at the foundation of all 
learning and scholarship. Tliey are indeed the "fundamental 
branches of learning." It is also true that the great majority of 
pupils in the public schools do not advance beyond these elemen- 
tary subjects. If the state's system of common schools is to become 
what its founders designed it to l)o, it must be largely through the 
efficient teaching of these elementary branches. About one year of 
the normal school course is devoted to a thorough, reflective study 
of these. They are not pursued and taught as in a common ele- 
mentary school. The student is required to possess the usual 
general knowledge of these subjects to be admitted. In the normal 
school he is led to make a more critical and philosophical investi- 
gation of the facts and subject-matter than he has hitherto done. 
He now studies these subjects from a professional point of view, 
from a teacher's standpoint. His own method of studying them, 
and the method of presenting thciii a|)propriate to the different 
grades of tlu^ ])nblic schools, arc ihciiischcs objects of attention and 
study. The whole ])resentalion of llie subject is surrounde;! by a 



EDUCATION IN INDIANA. 519 



pedagogical atmosphere which is altogether absent from the ordi- 
nary school. The student is not only acquiring a larger and better 
knowledge of the subjects themselves, but he is learning to tench 
them. All persons are required to pursue the common school 
branches before graduating except college graduates and persons 
holding three years', sixty months', professional or life state 
licenses. 

In the next place, the course in the normal school requires every 
student to pursue a long line of more strictly professional work — 
that is, work which is designed to give special insight into all edu- 
cational questions and prepare the individual for intelligent and 
reasonable charge of a school. This line of study consists of edu- 
cational psychology, experimental psychology, theory of the school, 
the principles of methods, observation in the training schools and 
the interpretation of the teaching observed, child-study, history of 
education, school supervision, school systems of Europe and Amer- 
ica, science of education, and practice in the training schools. In 
this more strictly professional department of the student's work 
every phase of education receives extended and systematic treat- 
ment — the historical, the theoretical and practical. The whole ob- 
ject of this is to lead the student to acquire a knowledge of the 
principles of education and to acquire a reasonable degree of skill 
in applying these as a teacher. He is to be freed from obedience to 
mere prescription and rule as a teacher and acquire genuine orig- 
inality and true individuality. Rational understanding of his 
vocation is aimed at and the power to determine from the stand- 
point of principle what the process and work of the school should 
be. 

In the third place, the school requires its students to pursue such 
advanced lines and courses of study as will best reinforce the 
knowledge of the common school branches, and at the same time 
best prepare them for the more advanced grades of public school 
work. Courses in Latin, German, history, mathematics, literature, 
science, etc., are offered, and no student can graduate who does 
not, in addition to his study of the common school branches and 
the professional line, pursue a sufficient number of these to com- 
plete four years' work in the school. Like the common school sub- 
jects, these branches are studied constantly from the teacher's 
point of view, and the student is frequently led to reflect upon their 



520 EDUCATION IN INDIANA. 

value as means of education, the method by which they are being 
studied, methods of teaching these appropriate to the grades in 
which they are studied, etc. The object is to make the entire work 
of the sdiool strongly and distinctively professional. 

The faculty now numbers thirty-five. In the spring term, when 
the attendance is largely increased, the faculty is enlarged by the 
employnient of about ten additional teachers. 



B. DENOMINATIONAL INSTITUTIONS. 

1. STATEMENT. 

The establisliment of denominational schools in Indiana re\eals 
the same si)irit which prompted the Pilgrim fathers to advance 
learning. Their chief piirpose was to advance learning in order to 
propagate the gospel. They dreaded "to leave an illiterate min- 
istry to the churches after our present ministry shall be in the 
dust." With just such zeal and earnestness did the early pro- 
moters of our denominational institutions accomplish their pur- 
pose. They believed with Francis Lieber, not only that "Christi- 
anity considered as a branch of knowledge constituted an indis- 
pensable element in a liberal education," but that christianily 
taken solely as a historical fact is incomparably the mightiest fact 
in the annals of human society; that it has tinctured and pene- 
trated all systems of knowledge, all institutions, both civil and 
exclusively social, the laws, languages, and literature of the civil- 
ized nations, their ethics, rights, tastes, and wants. This influence 
and this religion they conceived the chief end of education to 
maintain. 

The proof of such influence in the habits, minds, wants and 
lives of the early citizens in Indiana is seen in the struggle they 
endured to secure and perpetuate the denominational christian col- 
leges. 

a. DicrAUW UNIVERSITY— AN HISTORICAL SKETCH. 
By Belle A. Mansfield, A.M., LL.D. 

The dcvo]o])meiit of institutions in a state like our own, where 
they have been a ])art of the indigenous growth, is always of 
peculiar interest. Even in the pioneer days in Indiana there was 



EDUCATION IN INDIANA. 521 

a distinct recog'iiition of needs beyond those for the mere material 
existence, and the life was known to be more than meat, and the 
body than raiment. Consequently the most far-seeing men and Avom- 
cn, with distinct appreciation and rare devotion, bent the best ener- 
gies of their lives to bring about the most helpful surroundings, for 
growth and development, not only w^ithin their own homes, but also 
in their several communities and within the reach of the still wider 
public. Under this impulse, churches and schools naturally found 
their places among the homes, the mills, the shops, and the stores 
of the new communities, and the growing civilization. This soon 
meant schools for the higher education, as well as those of primary 
and secondary grade ; schools, too, not only under state manage- 
ment and support — but those under religious control as well — 
where distinct attention should be given to the spiritual growth, at 
the same time that the intellect was receiving its strictest training 
and most careful direction. As an outgrowth of this idea, the 
Methodist ministers of Indiana, in their annual conference as- 
sembled in 1835, voiced the sentiment of the most progressive, not 
only of their own numbers, but also of their congregations, when, 
after long and careful consultation, they drew into a formal resolu- 
tion this sentiment that had been growing for several years, and 
adopted it and spread it upon their records — that they would 
found an institution for higher learning, to be known as "The In- 
diana Asbury university." This meant much. The state was, as 
yet, sparsely settled ; its roads, where laid out at all, were well nigh 
impassable; Methodism had only about 25,000 members within the 
state confines — and money was scarce among them, as it was also 
among their neighbors ; but the need seemed great, energy was at 
high tide, and faith in the future unbounded. These ministers 
went from their couference session, and talked over their new plans 
Avith the people of their widely extended circuits. 

Several places presented their claims and urged them to be the 
seat of this new center of learning — prominent among which were 
Lafayette, Indianapolis, Eockville, Putnamville and Greencastle. 
After it was once decided that the location should be within Put- 
nam county, the advantageous situation of Putnamville was argued 
seemingly with propriotv and with special force, because it was 
on that important "national road" that lead in unbroken distance 
even from Pittsburg and beyond it westward to the Mississippi 



522 EDUCATION IN INDIANA. 

river. But iiotwithstaiKliiii;- tliis really iiii})(irta]it factor, the bal- 
ance of the argument was against it, and the decision was cast in 
favor of Greencastle. This vote was reached at the conference 
session of 1836, which was held in Indianapolis, and on the Satur- 
day afternoon of that occasion. The next Monday morning, Rev. 
J. C Smith and Rev. Aaron Wood were appointed agents to col- 
lect money for the erection of suitable buildings for this important 
new enterprise. A committee also was named to memorialize the 
legislature at its coming session in the interests of a charter. All 
the preliminaries were adjusted and work in earnest was about to 
begin. The first serious opposition was encountered when the com- 
mittee apix'ared before the legislature with their petition — a 
double line of opposition — from the foes of advancing Methodism, 
and from those who were opposed to attempting anything more 
than was already being done in the matter of education under tlie 
existing diihcultics. But the way was finally cleared — in the lower 
house, by argument; and in the upper by strategy, combined with 
the argument; and on the 10th of January, 1887, the charter was 
granted which provided as follows: "That a seminary of learning 
shall be, and the same is hereby established in the town or vicinity 
of Greencastle, in Putnam county, and state of Indiana, to be 
known by the name and style of 'The Indiana Asbury university,' 
which shall be founded and maintained forever, upon a plan most 
suitable for the benefit of the youth of every class of citizens, and 
of every rergious denomination, who shall be freely admitted to 
equal advantages and privileges of education, and to all the liter- 
ary honors of said university according to their merit." As yet, it 
will be noticed, that no nudden was provided for in all this uni- 
versity outlook; her ])resence was not described even on the uni- 
versity horizon and the ''youth" of this charter provision is to have 
its strict interpretation of being, as the grammarian would say it, 
of masculine gender. 

The claims of this new institution were presented and urged all 
over the state, and money came in at least liberally, if not abun- 
(Uuitlv. A l)uil(liiig was begun wliich was to furnish the "local 
habitation and the place," and its corner stone was laid amid 
great ceremony on June 20, 1837. This was the noblest occasion 
Putnam county iiad ever yet seen. Twenty thousand people had 
come from tlu^ surrounding countrv — some of them even from dis- 



EDUCATION IN INDIANA. 523 

fiiiit parts to Avitiu'ss lliis iiiipi)rt:int ceremony. All Greencastle 
was a center of hospitality in tlio entertainment of its gnests. The 
sermon of the occasion was preached by that splendid orator, Dr. 
Henry B. Ijascom, of Kentncky, who later on Lecame one of the 
l)ish(ips of the Methodist church south. All the incidents consid- 
ered as belonging to such occasions were fully observed, and the 
men and women went to their homes resolved upon renewed zeal 
and added sacrifices in the interests of their "university." The 
building which was the original of what is now known as "west 
college," progressed without interruption or serious delay, and was 
really a noble structure from the standpoint of its times and its 
snrronndings. 

But the educational idea did not wait upon its completion. Rev. 
Cyrus jSTutt, of Allegheny college, Pennsylvania, had recently 
opened a school in Greencastle, which within a few days of the 
laying of the "corner stone," was adopted as the preparatory school 
for the "university;" it had its beginning in an old school house, 
but in November of its first year was moved into a building on the 
piece of ground now occupied by the College-avenue Methodist 
church. The first home of this school was neither spacious nor 
pretentious — a room of about twelve by fifteen feet, but this was 
quite large enough for the teacher and his five students — the total 
enrollment at the opening of the first term ; of these five, four were 
from Greencastle and the remaining one was from a few miles out 
in the country ; their names are carefully preserved and are a part 
of the records. One-fifth of these charter member students contin- 
ued his course even to graduation, and was a member of the class 
of '42 — the third class that graduated from the institution. 

Several ineft'ectual attempts to organize a faculty, were made 
within the next two years. The trustees, in their wisdom, saw that 
first-class talent must be' called and the very best preparation that 
the church could command ; in return they had little but possibil- 
ities to oifer by way of inducement. During this period, Prof. 
jSTutt — be his name written with reverence — ^lield steadily to his 
course, and was himself acting presideut, professor, faculty, treas- 
urer and whatever other ofiices the duties of the day might demand. 
With such assistance as he could from time to time secure, he did 
liis work bravely and had the reward of seeing it ])rosper under his 



524 EDUCATION IN INDIANA. 

care, and of recognizing- tlie promise of larger tilings in the times 
to come. 

At a meeting of the board in 183!), upon the recommendation of 
Bishop Roberts, whose home was then in Indiana, and of Dr. 
Charles Elliott, editor of the Western Christian Advocate, Prof. 
Matthew Simpson, of the faculty of Allegheny college, was elected 
president; largely through the representations and the urgency of 
those who recommended him, he decided to accept this important 
place, and entered upon his duties September 23, 1839. Tlie first 
regular faculty as then constituted was as follows : 

Rev. Matthew Simpson, A. M., M. D. — President and professor 
of mathematics 

Rev. Cyrus l^utt, A. M. — Professor of languages. 

Rev. John W. Weakley, A. M. — Principal of preparatory de- 
partment. 

John Wheeler — Tutor in Languages. 

Dr. Simpson soon became known as wise in counsel, strong in 
executive quality and eloquent in speech. lie was a statesman, 
and orator and a consecrated man of God. The new being com- 
mitted to his care received into its veins some of the rare quality 
that carried him some years later to the eminent distinction of 
being recognized as the greatest man in American Methodism, 
since the days of Bishop Asbury. 

His associates in the faculty, too, were men of genuine merit 
and of unfaltering devotion to their work. All of them became 
in subsequent years themselves presidents of important educa- 
tional institutions. 

This faculty entered upon its duties in 1839, the school still 
being located in the old seminary building. But at the opening of 
the second term of that scholastic year, in the spring of 1840, the 
new structure though not 3^et completed, was so far advanced that 
one part of it could be used for school purposes while the re- 
mainder was being finished. Work was pushed forward vigor- 
ously, both in the classes and with the brick and mortar, in order 
that by the commencement time, which was to be about the middle 
of September, everything might be in readiness for a veritable 
"commencement," and the looked for day at length arrived. The 
close of the school year witnessed a great event, the graduation of 
the first class from the "university," a class of three, of whom Dr. 



EDUCATION IN INDIANA. 525 

Thomas A. Goodwin, of IiKliaiiapolis, with a k)ng line of useful 
labors back of him, still lives to encourage us with his abounding 
spirits, to enliven us with his spicy reminiscences and to stimulate 
us with his enthusiastic activity. He still keeps a clear brain and 
wields a trenchant pen. 

On the 13th of September, Dr. Simpson, who had been busily at 
work for nearly one year already, was formally inaugurated and 
the keys of the institution were placed in. his possession by the 
Hon, David Wallace, the governor of the state of Indiana ; this 
was his official announcement as the first president of ''The Indi- 
ana Asbury university." 

The next day the board, of trustees took important action, look- 
ing toward making larger provisions for the growing needs. The 
chair of mathematics was separated froin the president's duties and 
Rev. W. 0. Larrabee, A. M., then principal of Cazenovia semi- 
nary, was elected professor of mathematics and natural science — ■ 
but was soon relieved of the latter half of this combination to take 
charge of which Charles G. Downey, A, M., was elected. The 
chair of languages, too, was divided — its former incumbent retain- 
ing the Greek, his tutor, Eev. John Wheeler, A. B., being elected 
to the chair of Latin language and literature. The president also 
organized the department of mental and moral science and took 
charge of its classes in addition to his official duties as the head 
of the institution. 

The faculty was now considered quite complete, and was, indeed, 
under all the circumstances one of remarkable strength. Only one 
change and one addition were made in its composition for the 
liberal arts work, until the end of what is sometime called the 
Simpson period ; the change was incident to the resignation of 
Prof. T^utt and the succession of the elegant and enthusiastic Prof. 
B. F. Tefft, A. M., from the state of Maine. The retiring pro- 
fessor, hoAvever, returned a few years later to serve through another 
]ieriod of years in connection witli the faculty here, and tlien in the 
faculty of a neighboring institution in our own state. The addi- 
tional name placed in the teaching list was that of the accom- 
plished scholar, Rev. S. K. Hoshour, A. IM., who in 1847 was 
elected as tutor to take charge of the new work in German and 
French. In .July 1848, President Simpson, with his work in full 
tide of prosperity, resigned his place to accept the editorship of the 



526 EDUCATION IN INDIANA. 

Western Christian Advocate, to wliicli position he had been re- 
cently elected. He had been at Asbury about ten years ; dnring 
that time it had grown from its small beginnings, thongh with a 
large enongh name, snrely, to the statns of a really prosperons and 
well known college. From the first, its edncational standards had 
been placed high, and its corps of instrnctors Avas from among the 
best scholars and thinkers that the country could furnish. This 
meant very much, not only for those days and years, l)ut for those 
that have followed even down to the present; and it will mean 
ranch for the subsequent times — not only in the records that are 
back of us and the traditions that are about us, but in the impulse 
under which we shall continue to live and grow. 

Students, too, came in goodly numbers — as many as under the 
existing conditions could be well cared for ; and these not only 
from our own state, but a liberal proportion from adjoining states 
and even more distant regions — recognizing that here was a place 
to gain an education of a high order, and to gain it under the ad- 
vantages of broad healthful, christian surroundings. The best 
educational interests here subserved, and the importance of chris- 
tian influences was emphasized. 

During the year that followed the resignation of Dr. Simpson, 
while the board was trying to find a successor who would exactly 
suit the conditions and the needs — the administration was place<l 
in the hands of Prof. Larrabee, and the standards were well main- 
tained during this interim. 

July 14, 1849, Rev. Lucien W. Berry, A. M., was chosen presi- 
dent and entered very soon afterward upon the duties of his official 
position. He was pre-eminently an orator ; one of the most bril- 
liant pulpit orators of his time — and withal a man of learning. 
He came to the new field of labor with the confidence of his breth- 
ren and the strong su]:»poTt of the church. His formal iuaiignra- 
tion took place at the next commencement time, nearly one year 
after he commenced his work; the keys of the university were 
placed in his charge by the chief executive of the state. Governor 
Wriffht. He contiimed to administer the affairs of the institution 
for four years longer, and at the end of that time resignccl his 
place here, and iiccepted the presidency of the Iowa AV(>slevan uni- 
vcrsitv at Ait. Pleasant. 



EDUCATION IN INDIANA. 527 

In the following Angust, tlie Kev. Daniel (\irry, D. D., of New 
York city, was elected to tlie vacancy ; he began his work with the 
opening of the school year and remained until July, 1857, a period 
of about three years. Dr. Curry was a superior teacher, a man of 
fine native ability and extensive culture, but not quick to assimi- 
late the spirit of the west into his eastern life and habits ; nor was 
he, perhaps, always wise in government. Passing by entirely what 
may have been the merits of the case, it is a matter of history that 
during these years arose the college rebellion that threatened such 
dire tilings to the school. So serious did the conditions become 
that a special session of the board of trustees was callccl in Decem- 
ber, 1856, to adjust the differences between faculty and students 
that seemed incapable of easier adjustment. During this session 
the resolution was presented and adopted discouraging, as a gen- 
eral principle all appeals from stiulents to the board oi trustees as 
against faculty action. But at the end of the school year, the pres- 
ident decided that perhaps the interests of all concerned might be 
best subserved by a change iu administration. He resigned his 
place and enjoyed many years of successful labor in other fields — 
the greater part of the time as editor of some of the most important 
periodicals under the control of IMethodism. 

From July, 1857, to July, 1858, the institution was again with- 
out an executive head. At this time Dr. Xutt was again elected to 
a professorship, after an absence of a number of years, and was 
also made vice-president. With this arrangement a successful year 
ensued and at the close of it Kev. Thomas Bowman, D. D., was 
elected to the presidency. He brought with him into his work, a 
beautiful spirit and a thorough education. F])ou his coming, the 
school people and the general public rallied al)out him and the 
fourteen years of his administration were fourteen good vears. 
There was genuine progress in those times and a good degree of 
peace on earth, good will among men. In 1872 he resigned the 
place which he had held through so many and such successful 
years, because the church in its wisdom had transformed the college 
]U'esident into a bishop of the Methodist Episcopal church. Eev. 
Reuben Andrus, D. D., at that time pastor of Meridian-street 
church in Indianapolis, ^yas chosen as his successor, and continued 
in the place for three years ; he was a strong preacher and a noble 
hearted man whose presence even impressed people toAvard the 



528 EDUCATION IN INDIANA. 

better things. ITe came to his new work in days of its prosperity 
and after tliree faithful and successful years concluded to return 
to the work of his choice in the regular pastorate. 

Rev. Alexander Martin, D. D., was the choice for the next presi- 
dent. ITe was a Scotchman by birth and had the true fibre of his 
own strong, rugged country. He was a born ruler and an able 
organizer. Dr. ]\Iartin came to Asbury in 1875, with ripe and 
broad scholarship and with firm conviction of right, which he car- 
ried out without fear or favor, lie knew what a university ought 
to be, and furthermore knew" that the one to which he was called 
Avas only an excellent college ; he believed though, that the time 
had come to extend its circle of usefulness, and to make it in fact 
what it had all along been in name. To this end he labored and 
with how large degree of success is well known, till he saw Asbury 
enlarged and itself the liberal arts school of DePauw university, 
with beginnings at least of all the special and professional schools 
tliat nsnally enter into the constitution of a university, excepting 
only that of medicine. In 1889, he feeling that, with advancing 
years, he slunild be relieved from the heaviest of his responsibil- 
ities and the most arduons of his duties, his resignation as presi- 
dent, offered for the secimd time, was finally accepted and his ac- 
tive duties in the university were allowed to remain only in connec- 
tion with his department of philosophy — at which post he contin- 
ued until the end of his long and useful life in 1893. 

Aftei" ninc'i consultation in the matter of the next presidency. 
Rev. J. P. Jdliii, I). 1)., was chosen in 1889. He was already one 
of the university ])r()fess(>vs and the institution's vice-president. 
He was thoronghly acquainted witli the life about him and in full 
sympathy with the conrse of development of the last few years. 
With his strong logical mind and bis enthusiastic nature he rec- 
ognized hii'gc ])(>ssibilities in the very near future, and bent his 
energies toward them, lie (levot(Ml himself assidnously to the 
reorganization rif the courses of study, and to the looking out pro- 
fessors of tlie higliest availal)l(^ (|ualify in their own lines of work, 
so that whenever a change liiid to 1)(^ made in the faculty, or an 
addition could be made, it might always be the best one possible 
in the interests of the highest order of work in all departments. 
These were the days when the university expectations were at their 
ii'reatest as regarded the valu(> of its endowments and larne thinsis 



EDUCATION IN INDIANA. 529 

seemed to ho witliin the reasonahle roach of the institution. But 
hard times came this way in '93 and continued through several 
subsequent years. Business interests suffered ; stocks and shares 
declined in value ; productive funds became non-productive ; stu- 
dent numbers decreased because incomes in their homes were un- 
certain, and the horizon of present possibilities narrowed and that 
beyond the power of any one to prevent it. Many a man and many 
an institution during those years had to exchange its inquiry of 
"what is best" for the more available one of "what is now most 
expedient." But a high order of work was done in recitation 
rooms, libraries and laboratories, and young men and young 
women were learning to think, and were getting ready for the 
great world. Dr. John resigned the presidency in 1896 and was 
followed by Rev. II. A. Gobin, A. M., T). D., who for some years 
previous had been the dean of the school of theology. He showed 
himself to be a man among men for the time in the midst of which 
he was placed, and answered with rare discretion the best interests 
of the university, and brought it through the severest days of its 
financial difficulties, till the dawn of a new era of prosperity ap- 
peared on its horizon. 

Within these fifty-two years, and under these seven administra- 
tions that have followed since the times of the first president, 
professors, associates, instructors and tutors have come and gone — 
many of them of noble quality and a high degree of efficiency in 
their several departments. ISTor has it always been in their depart- 
ments alone that they have rendered inestimable and imperishable 
service ; for some have been wise and careful counsellors as well, 
and have touched for healing and for health the young life about 
them ; some, too, have contributed bountifully toward the solutions 
of the weightiest problems that have presented themselves through 
these years, for university solution, and have planned and worked 
Avith zeal and efficiency for enlarging interests and advancing 
opportunities. But there are too many of them whose merits place 
them in honored ranks in the educational world, even to be named 
and titled in the brief pages of this historical sketch. 

Many interesting things present themselves as worthy a place 
in the records of these passing years, but naturally we can stop 
here to make mention of only a few of them, so these few must 

34— Education. 



5;J0 EDUCATION IN INDIANA. 

be selected from among' those that are conspiemms as record 
making ones: 

On the 23d of May, 1843, the trustees entered into compact with 
the secretary of war to educate ten Choctaw boys, and pursuant 
to this agreement Indians came into the schooL At first it seemed 
peculiar but was entirely consistent with the provisions of the 
charter as was also the coming in at later times of Japanese, Afri- 
cans and Chinese. 

ITon. James Whitcond), in 1853, gave the university his valu- 
able library of 4,r»00 volumes, and made })r(»visions lor its super- 
vision and enlargement. This furnished a very considerable nu- 
cleus for the accnmuhitions of all these years. The regular in- 
come from the endowment wdiich he left for it is still one of the 
important sources of revenue for the purchases of new su})plies 
from year to year. 

In iSa!) it was considered exi)edient to reorgani/c the depart- 
ments, and this was done under the following eight titles — each 
member of the corps of instructors fitting in some one of these 
groups. 

I. I'lvsidciit. nnd professor of iiiciital mid iiior;il pliilosopliy. 

II. Vice-president and professor of niatlieniiil ics. 

III. I'rofessor of natural science. 

IV. Professor of Greelv lan.s;na.i;v JUid literature. 
y. I'rofessor of Latin laniiuaiie and literatm-e. 

VI. Professor of belles lettres and Instory. 
VII. Adjunct pi-ofessor of niallieniatics and principal (d' prepai'atory 
department. 
VI II. Professor (d' law. 

This new classification, in itself, made no changes in the work 
about the institution, or in the respective duties of the various 
persons concerned, but mcu-ely set forth in more systematic order 
facts that ha<l been thrown into more or less of coufusiou l>y \wa\\\ 
adjustments and readjustments. 

The year 18r>T witnessed a real iuuo\aliou; aflcr careful con- 
sideration and i)rotvaeted discussion, it was decided in dune, ihat 
ladies should be admitte(l to the college classes. This was a 
great departure from the old standards; the mixed student contin- 
gent had as yet appeared in but vcn-y few of our colleges — notable 
among this few were Obeidin college and the Iowa Wesleyaii uni- 
\-ersil\-. Willi Ibe oneniuj'' of ihe next school veai', a iiuudter of 



EDUCATION IN INDIANA. 531 

yoiui^' women availed tlieiiisclves of the privileges for higher 
education, and in 1871 fonr jonng women were in the graduating 
class. 

In 18G9, Robert Stoekwell liaving given $25,000 to the endow- 
ment funds — Avhich then seemed quite a munificent gift — the chair 
of Greek w^as named in his honor "The Robert Stoekwell chair of 
Greek language and literature." 

But naturally amid all the growth and expansion of the times, 
the one l)uilding that had been so ample in its first years Avas 
entirely too snuiU to meet even tolerably well the present needs. 
An additional building must be erected and that in the near 
future. After much deliberation, with but little money for it in 
hand and not much more in sight, but with large faith in the 
possibilities, the work was undertaken, and on the 20tli of October, 
1869, the corner stone was laid for a new building — the one now 
known as east college. The work progressed but slowly, for the 
trustees and the building committee were not willing to go much 
in advance of the ready money for the payment of the bills ; so 
that about six years passed by before the structure was completed, 
though parts of it were ready for occupancy before that time. 
"VAHien it was finished it was at a total cost of something more than 
one hundred thousand dollars. Quite a number of its rooms were 
finished, furnished and named by private individuals, and the spa- 
cious chapel was l)eautifully furnished by Mr. Jesse ]\reharrv, and 
named in honor of his wife "^Meharry hall." 

In 1877 a department of military science was established. It 
was organized and considerably advanced in drill through the 
generous and unrecompensed labors of Major C. W. Smith, of the 
class of '67, and Major M. Masters, both of Indianapolis, but an 
ofiicer of tlie regular army Avas soon afterAvard secured, and the 
department Avas maintained Avithout interruption until the out- 
break of the recent Spanish Avar, Avhich called in for the active 
service the officers and the guns. A department of physical cul- 
ture has for the present superseded it. 

In 1879 laboratories Avere first opened for science Avork; prior 
to this time, these studies had been pursued from the text book 
Avith occasional experiments made by the teacher in the presence 
of his class; with this ncAv era, the student was sent into the 
laboratory to conduct his own investigations and make his reports. 



532 EDUCATION IN INDIANA. 

The cliemical lahoratory was opened first, to be followed soon by 
the physical, and a little later by the biological. 

On February 10, 1879, the old college building was nearly de- 
stroyed by fire. A little later it was rebuilt, enlarged and refitted 
— not at all a thing of beauty in its present state, but spacious and 
useful. 

Eighteen hundred and eighty-two witnessed two marked actions 
of the board of trustees — the first one the election of Prof. Alma 
Holman, A. M., tf) the chair of modern languages, the first lady 
called to a full professorship in the institution ; the second one the 
establishment of the department of theology, to which Rev. S. L. 
Bowman, S. T. D., of New Jersey, was called as the head. 

On May 5, 1884, there came to a happy termination the series of 
negotiations that had been in progress for nearly three years, and 
that resulted in the change from "Indiana Asbury university" to 
"DePauw university/' with the beginnings of all that it has meant 
in the way of strengthening and of enlargement. For the details 
of these important transactions reference mnst be made to the 
fuller records of the university. Suffice it here to say that impor- 
tant financial interests were subserved, by which the institution re- 
ceived $60,000 from Greencastle and Putnam county, $120,000 
from the Indiana conferences and friends outside of Putnam 
county, and from Hon. W. C. DePauw, the liberal bequests, which, 
notwithstanding the vicissitudes of sidisequent years, have netted 
the institution already about four hundred thousand dollars with 
settlements yet to be made within the near future that, according to 
most conservative estimates, will amount to about an additional one 
hundred and fifty thousand dollars. 

Also, ])ending these negotiations, arrangements were completed 
for several otlier im])ortant enterprises prominent among which 
was tlic hiiiMiiig autl (M|uipnient of our excellent Mclvim observ- 
atory ciiiii'cly ;it the expense of him whose name it bears. x\nd 
this is ill tlic lino of advancenuMit which has long been in progress. 
From tlic early beginning of the university down to the present 
time, friends have come forward with generous gifts to meet the 
pressur(> of special difficulties or to open the way for important 
advances that could not otherwise be made. Indeed the institu- 
tion has never been wanting in friends who have been willing to 
lal)or, to plan, and even to sacrifice in its behalf. This has been 



EDUCATION IN INDIANA. 533 

one element of its vitality and its strength. Rooms and corridors, 
libraries and alcoves are eloqnent in their tribntes, and the names 
and generosity of nnmbers of these earnest and devoted friends 
and helpers are among the most sacred of the records of these 
years. 

With the new possibilities that opened with the coming in of 
these larger amonnts of money of the past sixteen years the oppor- 
tnnity seemed at hand for realizing in fact the name of "univer- 
sity," and several new schools were projected and formally opened ; 
so that by the year 1886 the following schools were in operation, 
and so continued for several years : 

The Asbnry college of liberal arts, school of theology, school of 
law, school of military science, school of music, school of art, 
normal school, preparatory school. 

In 1890 it was deemed wise to elect a professor of pedagogy into 
the faculty of the Asbury college of liberal arts rather than to 
maintain a separate normal school — not because of any difficulty 
in maintaining the latter, but because more in harmony with the 
educational idea about a university. 

In 1894, from lack of funds that could appropriately be used 
in developing the law school into what it really should be, it was 
thought best by the board of trustees to suspend it at least for a 
time, and in 1899 similar action, for reasons partly similar, was 
taken in regard to the school of theology, and a professorship of 
biblical literature was added in the liberal arts department. 

In 1896 the name "preparatory school" was changed to "acad- 
emy," in order that the work done there might be more exactly 
designated. With these changes the several schools continue. 

Incident to the enlargement of the institution in these recent 
years several new buildings have been added. At present the 
buildings are as foUow^s : East college, M^est college, science hall, 
McKim observatory, woman's hall, music hall, art hall and Flor- 
ence hall — the last named of which is the most recent one, and 
was built through the bounty of Mrs. DePauw and Miss Florence 
DePauw. An additional building, devoted to chemistry and 
physics is just completed; it has cost about $60,000, and was 
made possible by the generous gift of the late Hon. D. W. Min- 
sliall, of Terre Haute. In addition a handsome residence has re- 



534 EDCrATTOX JX 7 NOT ANA. 

eeiitlv 1)0011 ])iircli;iso<l niid rofittod for tlio ooeupaney of the pres- 
idont. 

Ill rocoiit yours tlio iiiiivorsity lias passed out of its period of 
financial crisis, tlidiiiili llio problem of larger endowments still 
abides. Tlic Rev. W. II. Hickman, nnder the title of chancellor, 
served the institution for several years. He brought to his task 
unbounded enthusiasm and tireless energy, and has been a large 
factor in rescuing the university from its embarrassments. In 
1!)0:5 Dr. (}()l)iii and Dr. Hickman both resigned their ])ositions, 
the former reiiiaining as vice-i^resident, the latter acce]iting the 
])residency of the (Hiantanqna institution. iVfter much canvass- 
ing of the s'tuation the trustees and visitors centered the headship 
of the university in one person and rearranged the work accord- 
ingly. Ill June, 1003, the Eev. Edwin Holt Hughes, S. T. D., 
then ])ast()r of the Centre Methodist Episcopal church, Maiden, 
Mass., was iiiianiinously elected as president of DePanw univer- 
sity. He began his administration at the opening of the fall 
term in li)()3. There is now a remarkable turning of confidence 
and ciitlnisi:;siii toward the university from all its natural con- 
stituency. The ])i-ophecy is everywhere heard that DePauw uni- 
versity is entering upon an era of unexampled prosperity and 
usefulness. 

And now this sketch has reached one of the most ini})ortant 
factors of university life and university connection — the alumni 
and other former students of all these years from the beginnings 
even untn this present time; these men and, in more recent years, 
these won- en, too, whose lives have been to so large an extent 
molded and directed under its influence. After all this is one 
of the true tests of the value of an institution of learning — its 
permanent influence on the lives and character under its influence, 
an<l under this test there are no words or sentences that can ad(v 
quately ex])ress what Asbury and DePauw have meant and are 
still meaning in Indiana and more distant parts of our own coun- 
try and ('\en of other lands. There is already a graduate list 
of near two tli msaud and tlyit still longer list of those who have 
pursued longer or shorter courses of study under these same influ- 
ences, but who for various reasons sto])))ed short of their com- 
pletion. Among tlicse graduates and others whose lives have been 
largely ni(»hlc(! and dircclcci here, are uiany consjticnous and ahle 



EDUCATION IN INDIANA. 535 

leaders — divines, lawyers, doctors, auditors aii<l editors, di[»loinats, 
statesmen and men of affairs — men and women, whose lives enrieli 
tlie communities in which they live and help to establish and 
maintain noble ideals in life and to press toward them. 

DePauw nhiversity enters upon the new century with sixty- 
one years of noble and honorable life back of it, with a rccoi-d 
that contains the accounts of some serious struggles, Init all of 
them leading to ultimate victories, with vigorous onei-gy in its 
present life and firm in faith for the coming years. It is rich 
in its traditions and in the sacrifices that have been made for 
it; rich in its alumni and non-graduate students, and its luible 
aiul many friends within its own church and outside of it; rich 
in its students and in the spirit within its halls and walls; and 
rich in the prospects toward which it is moving. 

CLASSIFICATION OF GRADUATES DePAUW UNIVERSITY. 



EDUCATIONAL POSITIONS. 



GENERAL OCCUPATIONS. 



PUBLIC OFFK^ES. 



( 'oUege presidents 51 

College professors, etc.. 129 
City and county 

superintendents 104 

Other teacliers 370 



Teachers 654 

Lawyers 510 

Ministers and missionaries. 389 

General business 163 

Physicians 147 

Editors and journalists 102 

Authors 52 

Farmers 52 

Bankers 35 

Manufacturers 22 

Engineers 21 



Governors 2 

Lieutenant-governors — 2 

Caliinet officers 2 

Foreign ministers 5 

Attaches and consuls 5 

United States senators 

(2 non-graduates) 7 

Congressmen 10 

Other state officers 10 

State senators 21 

Federal and state su- 
preme judges 23 

State representatives 59 

Army and navy 77 



Note.— In estimating these figures bear in mind (1) That some names are on more 
than one list. (2) That since 390 of the graduates are women, the public offices have been 
distributed among 1,741 of the graduates. (3) That the classes from 1900 on are not yet 
listed. 



Where can the above record be surpassed 



l>. NOTRE DAME UNIVERSITY— SOUTH BEND. 

A drive of twenty minutes from South Bend, Ind., brings the 
visitor to a broad and beautiful avenue of maples, which more 
than a mile in length, is the entrance to iSTotre Dame. While 
being carried between the neatly trimmed hedges he sees far up 
that shady arcade the glittering dome of the university and the 



536 EDUCATION IN INDIANA. 

loftj spire of the clnircli of the Sacred Heart. As he clraAvs nearer 
he passes on either hand the quaint old postoffice and the keeper's 
lodge. These are the points of the large crescent which traces 
the plan of the buildings of the university. Directly before him, 
a quarter of a mile away, is the main building, on either side 
of which is the church and the conservatory of music — Washing- 
ton hall. Beyond tlie church is the large resident hall, Corby ; 
and beside Washington hall is the new gymnasium. To the vis- 
itor's right as he enters the grounds is the institute of technology ; 
and to his left is the site of Walsh hall, the library building soon 
to be erected. Midway between the institute of technology and 
the conservatory of music is science hall ; and opposite to it is 
the senior dwelling hall, Sorin. To the rear of Walsh hall is 
St. Joseph dwelling hall; and near the institute of technology 
is the astronomical observatory. 

A hundred other buildings surround this group which occupies 
the main campus. Half a mile to the west, on the shore of St. 
Mary's lake, stands the seminary of Holy Cross, where all stu- 
dents aspiring to clerical orders live apart. jSTearly a mile to 
the north, across St. Joseph lake, is the novitiate of the order. 
Midway between them is the community house, where the brothers 
and priests of the congregation of the Holy Cross live. 

This is Notre Dame today. Situated on an eminence in the 
midst of the charming modulations of the valley of the St. Joseph, 
a lovely landscape stretches away before it as far as the eye can 
see. To the west are the picturesque windings of the hardy 
stream, and beyond the broken horizon. ITorthward lie the green 
hills and lake-dotted fields of Michigan. . To the east are the rich 
farm lands and untouched woods of Indiana. Two miles to the 
south in the valley stretching in a beautiful panorama lies the 
third city of the state — South Bend. 

What the poet has well called "the sense of beauty inspired 
by fair surroundings" has had much to do with the success of 
Notre Dame as an educational institution. She was founded on 
the shore of twin crystal lakes, that are still embraced by their 
native groves. The site of Notre Dame is such as the poet would 
wish f(u-. Long rows of mJiplos line the walks. Evergreeus and 
ornamental tre(>s ar(> planted in ])rofusion through the ])arks and 
gi'ounds of ihc university. The soft slopes and inviting lanes 



EDUCATION IN INDIANA. 537 

bj the placid waters of the crystal lakes, the quadrangle with 
its sparkling fountain and flowers of radiant hues, the beautiful 
avenue of approach — all these were planned with an eye to beauty, 
and can not fail to appeal to all. Few who have never visited 
ISTotre Dame can realize the symmetry and the grandeur of its 
architectural structures or the charm and beauty of its environs. 

Here long ago came the missionaries with the light of the 
truth to the Indians. Long ago this place was hallowed by the 
voice of prayer and the deeds of saintly men. Through here 
more than two centuries ago crossed Marquette on his last voyage, 
just before his death. JSTearby, La Salle wandered about lost in 
the woods during that night which Parkman mentions. Here 
likewise came the noted missionaries Frs. AUouez, De Seille, and 
Petit. On the shore of St. Mary's lake the proto-priest of the 
United, Father Badin, built his log chapel on the land he had 
purchased from the government. But they had all come in suc- 
cession and passed away, though still the faithful red man repeated 
the prayers that the ''black robes" had taught his grandfathers. 

Such was the condition of the Indian mission of St. Mary's 
of the Lakes when Fr. Sorin laid the foundation of Notre Dame 
in 1842. With him came six brothers of the Holy Cross from 
France. They were young, and they spoke a strange tongue; 
they were poor, but the inspiration for their work filled their 
whole being. They had devoted their lives to God and the cause 
of Christian education. They sought the patronage of His blessed 
mother; and today in all tliis broad land is no greater monu- 
ment reared as a tribute to the queen of heaven than the insti- 
tution of ISTotre Dame. 

In 1S44 the college was opened. The first student was the 
boy who two years before had led Fr. Sorin through the woods 
to the shore of the lakes. He became the famous wagon maker 
of South Bend — Alexis Coquillard. The first graduate of the 
institution was Iv^eil Gillespie, afterward the well-known Fr. Gil- 
lespie, first cousin of the Hon. James G. Blaine. 

Three college buildings have occupied the present site. The 
original was soon found to be too small and was replaced by a 
larger one. In '70 the entire community was destroyed by fire, 
the church alone remaining. Yet through the years A^otre Dame 
has prospered, and now as one looks back over her history he 



538 EDUCATION IN INDIANA. 

wonders at the strangeness, completeness and rapidity of the 
change from the log chapel in the wilderness, with its single 
])riest and half dozen brothers, to the massive pile of architecture 
which is known as the leading Catholic college of the west. 

In '44 the general assembly of Indiana had chartered the 
institution under the name of the university of l^otre Dame du 
Lac. To the founders and their perpetual succession was con- 
ferred the full power and authority to grant such degrees and 
diplomas in liberal arts and sciences, in law and medicine as 
are usually conferred by the other universities of America. Ac- 
cordingly today the thousand students of Notre Dame, under 
the direction of seventy-five instructors and professors, are pur- 
suing courses in (1) school of arts and letters, (2) school of 
science, (3) school of engineering, (4) school of law, (5) school 
of ])harmacy. In tlie school of arts and letters there are three 
four-year courses leading to three degrees. The purely ehis- 
sical, which includes eight years of Greek and Latin, and the 
modern languages, leading to the degree of A. B. The English 
course, which differs from the classical principally in the sul> 
stitution of English and American history for the Greek, leads 
to the degree Litt. B. The course in history and economics leads 
to Ph. B. Closely allied to these courses is the course in jour- 
nalism. 

In the school of science two courses are given — one in general 
scientific training granting the degree of B. S., the other special- 
i/ing in l)iology and gaining the same degree. In the school 
of engineering there are three four-year courses. The first leads 
to the degree of civil engineer, the second to that of mechanical 
engineer, the third to that of electrical engineer. In connection 
witli the department of electrical engineering a short course in 
practical electricity has recently been instituted. 

In the law school there is a three-years course leading to the 
degree of LL. B. Eor an additional year of post-graduate work 
in law tlie degree of LL. ]\f. is grantiMl. In the school of phar- 
macy there are two courses — one of three years, leading to the 
degree of pharmaceutical chemist (Ph. C), and the other a 
course of two years, gaining graduate of ])harmacy (Ph. G. ). 
I'liere is also a four years course in music ami ai'('hite('tur(\ 



EDUCATION IN INDIANA. 535) 

The Very Rev. Andrew Morrissey is president of the insti- 
tution, wliieli distingnislied positi(^n he has hekl with honor sinee 
189-3. lie is truly a son of Notre Dame. As a boy of twcdve 
years he eanie to the institution ah-eady well advanced in his 
preparatory studies; durinj;' the years he was a student he became 
thoroughly imbued with the spirit of the place. He distinguished 
himself for his ability in mastering the classics and as a math- 
ematician. He has held many prominent places in the faculty. 
To the fultillment of his office he brings the resources of a mind 
well trained in all the requirements of his high position. Fr. 
Morrissey is widely known as an orator and as an educator. 

Col. William Hoynes, dean of the law school, has a wide ac- 
quaintance in the middle west in the legal ])rofession. He was 
a very successful lawyer in Chicagt) before being called to Hll 
his present position at the head of the law department in 1883. 
He is a thorough organizer and a man possessing a most com- 
prehensive knowledge of law. 

Professor John G. Ewing, of the department of history and 
economics, is one of the ablest Catholic historians in America. 
He is widely known as a public speaker, principally in connec- 
tion with the Knights of Columbus, of which organization he 
is a state deputy. 

The nuiin building of the university is 4»f ne^gothic architec- 
ture. Its dimensions are 320 by 155 feet. It is five stories 
high, and is built with two wings, and surmounted by a mag- 
nificent dome gilded with gold leaf. This dome itself is crowned 
with an heroic statue of the blessed virgin — the statue of ISTotre 
Dame. This beautiful figure is more than two hundred feet 
above the ground ; and with its electric crown and crescent at 
night, and by day the rays of the sun reflected, from the sheen 
of gold beneath, it shines forth an inspiring sight to all for 
miles around. On passing through the main entrance the visitor 
is attracted bv the beautiful mural paintings, whidi illustrate 
in eight panels the life story of Columbus. They are the work 
of the famous Italian, Luigi Gregori, who spent eighteen years 
at ISTotre Dame. In the center of the main building is an open 
rotunda. In the floor at one's feet is worked the seal of the 
universitv; two hundred feet above his head in tlie concavitv 



540 EDUCATION IN INDIANA. 

of tlie dome are seen the allegorical figures exquisitely wrought 
by Gregori — religion, philosophy, poetry, science, law. 

On the second floor is the memorial hall of bishops, a unique 
and complete collection of the likenesses of all the prelates who 
have ruled over American diocese. Marble busts, fine old en- 
gravings and rich oil paintings line the walls. Here also are 
many old manuscripts and autograph letters. From the earliest 
Spanish mission to the present day the reliques of breivary, 
missal, and cross tell the story of the progress of the faith. In 
the words of the noted writer John Gihnary Shea, "in this collec- 
tion is more material for a real history of the church in America 
than elsewhere is ever dreamed of." It is the first attempt in 
any land to represent and illustrate a nation's whole episcopacy 
in such a monument. On the third floor is the library of 55,000 
volume?, composed of classical and modern works and books of 
reference. Perhaps no library in the country has a more extensive 
collection of Latin works, of the old Roman writers and the 
fathers of the church. With them are thousands of Greek, Span- 
ish, French and German works. The rest of the main building 
is taken Tip with the executive offices, the offices of the members 
of the faculty and recitation rooms. The wings are the study 
halls and the dormitories of Brownson and Carrol halls. 

To the east of the main buildiug is the conservatory of music 
and Washington hall — the assembly hall and place of amusement 
of N^otre Dauio — with its commodious and perfectly appointed 
stage, and a seating capacity of 1,200. Here all the debates 
and oratorical contests are held, as well as the five plays that 
are presented during the year by the students, and the lecture 
and concert course v/hich brings about twenty-five attractions, 
comprisiug the promiuont lecturers and leading concert and oper- 
atic companies. 

N^ear Washington hall is the new gymnasium, one of the finest 
ill the west. Its dimensions are 230 by 100 feet, affording ample 
room for in(lo(n' base ball and track meets, as w^ell as an excellent 
floor for dancing in the part reserved for gymnastics. Beside 
the gymnasiinn is Cartier field, one of the largest and best ath- 
letic fields ill the state, comprising gridiron, l)as(> ball diaiiiond, 
a 220-yards straightaway, and a (|iiart('r-iiiilc ciiidcr Irack. 



EDUCATION IN INDIANA. 541 

The equipment of science hall is most perfect fur physical, 
chemical and biological conrses. The institute of technology 
and the nearby astronomical observatory furnish ample appa- 
ratus and laboratory facilities for the pharmacy and engineering 
students. Opposite science hall is Sorin, the large residence hall, 
atfording private rooms to more than a hundred upper classmen. 
The first floor of Sorin hall is occupied by the law lecture rooms 
and library. Nearby stands Corby, another residence hall, with 
private rooms for nearly two hundred students. 

But perhaps the most interesting structure at l^otre Dame 
is the church of the Sacred Heart, which was more than twenty 
years in building and which on its completion was pronounced 
one of the most magnificent Catholic edifices in America. Its 
gothic spire rises almost three hundred feet in the air; in the 
tower are hung the sweet chimes of twenty -three bells that every 
hour sound the soft strains of ''Ave Maris Stella." Just below 
them swings the greatest bell but one in America. Its loud, though 
sweet tones, can be heard for twenty-five miles ; within this bell 
fifteen men can stand erect. The united strength of twelve is 
required to ring it. 

But the church itself is fairest of all to see; with its exquisite 
frescoes, its stately arches, its wonderful windows, its twelve al- 
tars, wherein rest the relics of the saints. Few know that in 
all the world there is but one altar more privileged than the 
one at ISTotre Dame, which for three centuries stood in Rome 
and which has all the indulgences attached to the portuncula 
of Saint Francis. Here are venerated a section of the garment 
worn by Jesus, a piece of the veil and girdle worn by His sainted 
mother, a part of the true cross, which on each Good Friday is 
elevated in benediction. Above that altar is a statue of the blessed 
virgin adorned with a costly crown of beaten gold, the gift of 
the Empress Eugenie. There, too, is the massive ostensorium 
of purest metal donated by Napoleon III. 

Behind the church is a grotto, where three pilgrimages are 
made each year by the pious people of the neighborhood. 

And this is ISTotre Dame, and under these influences have thou- 
sands of our young men come to manhood's estate, and were 
made fit to enter the battle of life. They have builded upon 



542 EDUCATION IN INDIANA. 

the rock foinidatioii. JS(»tre ])aiiu' is tlionmulily and nii('<iiii])r()- 
misiiigly (^atliolie. Yet hundreds of her students have been non- 
Catholic, and today many of those most prominent in student 
activities are Protestant. She is truly Catholic, and all seeking 
for knowledge are welcome, be they Jew or Gentile. 

Today the community more resembles a town than a college 
campus. For fifty years, through the personal influence of Henry 
Clay, Notre Dame has had a postoflice ; and today our postmaster 
and his assistants handle a business that is exceeded by only five 
offices in the state. It has its own electric light, gas and stea'm 
heating plants; bakeries, shops and general stores, from barber 
shop to telegraph office. Very few colleges have their own ]n-int- 
ing offices. At Notre Dame the weekly college paper, the Scho- 
lastic, has been published for twenty-seven years by the students ; 
and the monthly magazine, the Ave Maria, has attracted a world- 
wide reputation in Catholic circles by its literary excellence. 

To an outsider the social life at Notre Dame is perhaps most 
misunderstood. This is a boarding school for boys ; two miles 
from South Bond; and from September till .lune there is not a 
regular need of any of the thousand students that can not be 
supplied by the stores and offices within the community. Phy- 
sicians and specialists are in daily attendance. Ample attrac- 
tions are furnished in Washington hall. The great intercollegiate 
athletic contests take place on Cartier field. 

The preparatory students and the freshmen live under the 
dormitory and study hall system ; but the three upper classes 
all have private rooms in Brownson, (^orby and Sorin halls. 
Though there are no chapters of the national college fraternities 
at Notre Dame, yet there are students from almost every state 
in the union who have organized state clubs. The capitol key- 
stone club lias sij3ty mendiers. The empire state organization 
has fifty-five; \]\o Indiana club forty. The men from Central 
and Sonth America have a flourishing organization of thirty-five 
nicinbcrs. Fonr literary and debating societies jire strongly oi'- 
ganized and actively carried on. Thei'e is a junior mnsieal and 
dramatic society, a university band and a uni\-ersity orchestra, 
and the glee and mandolin clnl); a boat clnl) holding annual 
regattas and races; a thriving tennis club; scores of basketball 
teams, and a most ])romising handball organization. A football 



EDUCATION IN INDIANA. 543 

team that lias the proud record of being the only team in the 
west that has never been scored on ; a baseball team that is one 
of the best in the country ; a track squad that bids fair to win 
the championship honors of the state this spring. 

Class and hall smokers are almost weekly events. "Stag dances" 
are very frequent. South Bend's society is always represented 
at intercollegiate and oratorical contests, the student plays and 
entertainments, and at the football and baseball games. But the 
biggest society event of the scholastic year is the senior prom., 
which is held in the gymnasium on Easter Monday night. The 
affair is very elaborate and formal, and the most exclusive event 
of the students. Commencement week is a continuous round 
of festivities. 

Such is Notre Dame with its natural attractiveness, its sylvan 
retreats, its stately buildings, its pleasant grounds, its thorougii 
and varied courses, its many and competent instructors, its ever 
increasing number of students. True, she had become one of 
the fairest of all those beautiful gardens planted by our fathers 
in the western wilderness ; she had come to take her rank at 
the head of the Catholic universities of our country. 

c. BUTLER IfMVERSITY— IRVIN(iT()x\. 

Northwestern Christian (later Butler) university was incorpo- 
rated by act of the legislature of Indiana, January 15, 1850. 

The object and purposes contemplated by this act of incorpo- 
ration are declared to be to establish, found and build up, main- 
tain, sustain and perpetuate, through the instrumentality of said 
company, at, or in the vicinity of Indianapolis, in the state of 
Indiana, an institution of learning of the highest class, for the 
education of the youth of all parts of the United States and 
especially the states of the northwest; to establish in such insti- 
tution departments or colleges for instructing students in every 
branch of liberal and ])rofessional education ; to educate and pro- 
pare suitable teachers for the common schools of the country ; 
to teach and inculcate the Christian faith and Christian morality 
as taught in the sacred scriptures, discarding as uninspired and 
without authority all writings, formulas, creeds and articles of 
faith subsequent thereto; and f(»r the ]>romotion of the sciences 
and arts. 



544 EDUCATION IN INDIANA. 

The affairs and business of tli(3 institution by provision of the 
charter are placed under the control and management of a board 
of twentj-one directors, elected bj the stockholders every third 
year. At the election of directors, and on all other occasions 
where a vote of the stockholders is taken each stockholder is al- 
lowed one vote for each share owned by him. 

The directors, chosen as above stated, choose one of their own 
body as president, and may choose either from their own members 
or other stockholders a treasurer, secretary and such other servants 
and agents of the board as to them seem necessary and proper. 

The board elected for the current term (July '03-July '06) is 
as follows : Addison F, Armstrong, Alembert W. Brayton, Urban 
C. Brewer, Hilton U. Brown, Howard Cale, Fred C. Gardner, 
Frank F. Hummel, Winifred E. Garrison, Joseph I. Irwin, Pat- 
rick H. Jameson, F. Rollin Kautz, Thomas H. Kuhn, W. Scott 
Moffett, Charles W. Moores, Louis J. Morgan, William Mullen- 
dore, Marshall T. Beeves, Allan B. Philputt, Albion W. Small, 
Charles F, Smith, John Thompson, 

Officers of the board: Hilton U, Brown, president; Chauncy 
Butler, secretary ; Fred C, Gardner, treasurer. 

Change of Name of Institution. — The following resolution was 
adopted by the board of directors, February 22, 1877: 

Resolved, That under and by virtue of au act of the general assembly 
of the state of Indiana, entitled "an act to authorize a change of name of 
certain educational institutions organized under any special charter in this 
state, and declaring an emergency," approved March 9, 1875, and pub- 
lished in the acts of the general assembly of said state for the regular 
session thereof, page 16G, the corporate name of this corporation be, and 
the same is hereby changed from "The Northwestern Christian univer- 
sity" to be from and after this date "Butler university;" and that by such 
name and style of "Butler university" it shall continue to hold and possess 
any and all rights, honors, franchises, immunities, exemptions, estates, 
and interests, real, personal, and mixed, of any and all kinds held and 
possessed in any manner by this corporation under its name of the North- 
western Christian university. 

During recent years the faculty has consisted of about twenty 
members, representing the following departments of instruction : 
(1) Latin language and literature, (2) Greek language and lit- 
erature, (3) Germanic languages, (4) biology and geology, (5) 
sociology and economics, (6) chemistry and physics, (7) homi- 



EDUCATION IN INDIANA. 545 

letics and pastoral theology, (<S) Enolish literature, (9) history, 
(10) philosophy and education, (11) romance languages, (12) 
mathematics, (13) physical culture. 

The average annual enrollment of students during the past 
five years has heen something over three hundred. 

The institution is sui)])orted for the most part on proceeds of 
endowment fund, which is invested in real estate mortgages. 
About $5,000 per year also is derived from tuition fees of stu- 
dents. 



(/. TAYLOR UNIVERSITY— FORT WAYNE. 

Taylor university was founded at Ft. AVayne in 1846 and 
was known as the Ft. Wayne female college. In 1852 it became 
a coeducational school. In 1890 it assumed its present name. 
In 1892, July ol, it was rechartered and began operations at 
Upland, Indiana. Its charter states that it shall be "maintained 
f(U'ever on the ])lan most suitable f(U- the youths of every class 
of citizens and of every religious denomination, who shall be 
admitted freely without discrimination to equal advantages and 
privileges of education and to all the literary honors in all de- 
partments of said univ(U'sity according to their merits under 
the rules and regulations of the board of trustees." It is con- 
trolled by a board of trustees consisting of twenty-one persons, 
who are elected by the national local preachers association of 
the ]\Ietliodist F]usco]^al church. They are chosen annually in 
three classes, and hold office three years. It has thirteen mem- 
bers in its faculty and has six other instructors. Its present en- 
rollment is 19(i. Its e(|nipnient is a campus of ten acres, on 
which stands the main building, called the H. Marie Wright 
hall, an elegant tliree-st(uy building of brick with additional 
story in mansard roof with towers. This building contains chapel, 
recitation rooms, society room, reading room, library and chem- 
ical laboratory. It has a good library, the gift of Geo. W. Mooney, 
D. I)., of ^ew York city. On the campus south of the literary 
hall is an observatory, containing a ten and one-fourth-ineh re- 
flector telescope, made by Lohmann Brothers, Greenville, Ohio. 
It is one of the few large instruments in the state, and perhaps 
the largest of its kind. On the campus north of the literary 

35— Education. 



U6 EDUCATION IN INDIANA. 

liall is a new Sickler dormitory for men, a fine brick building. 
Xorth of the campus the university owns a boarding hall, three 
frame dormitories and eleven cottages, all occupied by students. 
It also has an industrial printing and manufacturing plant, on 
a somewhat small but growing scale. The institution has no 
invested funds from which to draw its support ; but is dependent 
upon its income from tuition, whatever it may be able to make 
in the boarding hall and from room rent, and then upon the 
gifts of the friends of Christian education throughout the land. 
It is hoping for larger gifts which will enable it to erect needed 
buildings and create an invested fund for the payment of current 
expenses. Taylor university has seven departments — the college 
of liberal arts, with four full four-year courses of study ; the acad- 
emy, which prepares for the college; the school of theology, school 
of music, school of oratory, normal school and the business de- 
partment. Tlie work of Taylor university is somewhat unique. 
It nuiintains the highest standard of intellectual culture, and is 
not afraid to be compared with any other similar institution in 
this res])ect. It magnifies the moral and religious side of edu- 
cation. Most of its students are earnest Christians and are 
aiming at the highest things in spiritual culture. From the start 
Tay]<ir university has stood out against intercollegiate athletics, 
Aviiilc it tolerates and favors reasonable athletics and gymnastic 
exercises in the university. Football it outlaws, regarding it 
as a relic of barbaric brutality. It has no doubt that all other 
echicational institutions will ere long assume the same attitude. 
In another respect Taylor university stands somewhat by itself — 
its rates are very low. 

r. HANOVER COLI>EGE— HANOVER. 

In ves]^onse io a request made by the presbytery of Salem, 
which then embraced a large part of Indiana and Illinois, Kev. 
John Fiidey Crowe opened the Hanover academy, January 1st, 
1827, in a log cabin, near where the Presbyterian church of Han- 
over now stands. On the 30th of December, 1828, the legislature 
of Indiana ])assed an act incorporating Hanover academy. In 
1829 this academy was adopted by the synod of Indiana as a 
synod ical school. 



EDUCATION IN INDIANA. 547 

One of the conditions on wliicli the synod adopted the academy 
was that a theological department shonld be opened in connection 
with it. This condition was promptly met, and this theological 
dc])artment was continned nntil 1S40, when it was removed to 
jSTew Albany as a separate institution. Thence, still later, it 
was again removed to Chicago, where it was first known as the 
Presbyterian theological seminary of the northwest. More re- 
cently it has taken the name of the McCormick theological sem- 
inary. 

In 1833, by an act of the legislature, the institution at Hanover 
Avas incorporated as Hanover college. A brief period of great 
prosperity, especially as to the attendance of students, followed 
under what was then known as the manual labor system ; but 
here, as elsewhere, the experiment ended in debt and allied trou- 
bles. In 1837, while the college was struggling with these diffi- 
culties, a tornado destroyed the' principal building; but by the 
heroic efforts of friends it emerged out of these adversities, though 
in an enfeebled condition for some years. 

In 1843 the board of trustees undertook to surrender the char- 
ter to the legislature, in return for the charter of a university 
at Madison; but this was earnestly resisted by others, and the 
struggle ended in the restoration of the college at Hanover under 
a new and very liberal charter. This, as also the present charter, 
makes it imi'tossible to alienate the college from the control of 
the synod of Indiana of the Presbyterian church ; while it pro- 
vides a way in which the synod is free to leave the ordinary man- 
agement of the college to a board that is partly chosen without 
the synod's immediate action. For instance, at present, the synod 
annually fills only two of the vacancies by a direct election. The 
rest of the b<iard are left to be chosen by the board, one of them 
each year being a nominee of the alumni association. 

The officers of the board consist of a president, vice-president, 
secretary, auditor and treasurer, chosen annually in the meeting 
of the board. 

According to the most recent catalogue the faculty and teaching 
force numbers thirteen. The total number of graduates is now 
almost nine hundred. It is estimated that as many as four thou- 
sand students have been in attendance at Hanover during the 
period of its existence. At present the average yearly attendance 



548 EDUCATION IN INDIANA. 

is about one liuiidred and fifty. It is expected tliat better rail- 
road facilities, which now seem assured, ^vill increase the attend- 
ance. A summer school also is to be opened this year. 

The college is very well equipped with buildings. Altogether 
there are now twelve. The principal are classic hall, science hall 
and the new Thomas A. Hendricks library. These are worthy 
of a place on any campus. 

The college is supported mainly from endowment. For many 
years it has charged no tuition proper, and has limited itself 
to very small fees for contingent, library and gyinnasium pur- 
poses. It is estimated that the buildings and endowments to- 
gether in value aggregate not less than $400,000. 

f. ^^'AI•.ASH COLLEGE— CKAWFORDSVILLE. 

Wabash college Avas founded at Crawfordsville, Indiana, ]^o- 
vember 22, 1832, by Rev. James Thomson, Rev. John Thomson, 
Rev. James A. Carnehan, Rev. Edmund O. Hovey, Rev. John 
M. Ellis, Messrs. John Gilliland, Hezekiah Robins and John 
McConnel. The site was donated by Williamson Dunn, of Craw- 
fordsville, Indiana. 

A substantial frame building fifty feet square, two stories in 
height, containing eight rooms, was completed December, 1833, 
and the first school was begun under the direction of Rev. Caleb 
Mills. 

Se]>tember, 1834, the faculty included Rev. Elihu W. Baldwin, 
])resident (elect) ; Caleb Mills, professor of ancient and modern 
languages; John S. Thomson, professor of mathematics and nat- 
ural philosophy ; Edmund O. Hovey, professor of natiiral science. 
In 1835 the site of the college was removed from the romantic 
bluffs of Sngar creek to its present location in the center of 
(Crawfordsville. The campus contains thirty-two acres. 

Sonth hall, a four-story brick building, 50 l)y 100 feet, was 
begun in 1835 and was burned Se])tember 23, 1838. It was 
rebuilt in 1839. 

President Baldwin was inaugurated July 13, 183(3, and died 
October 15, 1840. Succeeding presidents of the college have 
been the following: 

Rev. Charles White, D. D., 1842-lSGl. 



EDUCATION IN INDIANA. 549 

Kev. Joseph F. Tiittle, D. D., 1862-1892. 

Eev. Geo. S. Bni-roAvs, T). T)., 1892-1899. 

Rev. William P. Kane, I). 1)., 1899- 

Tlie purpose of the founders of Wabash college was to create 
an institution for higher education, which should be Christian 
in spirit and yet not under denominational direction. 

It was also to be independent of state assistance or control. 
Tt has achieved its present success entirely through the generous 
efforts of private citizens. 

By the provision of the charter, granted by the legislature of 
Indiana, January 15, 1834, and subsequent amendments, the 
affairs of the college are managed by a board of trustees which 
has perpetual succession. The board is divided into four classes 
and each class serves four years, one class being chosen each 
year. One member of each class is elected each year by the 
alumni and the others by the board itself. The present (1904) 
officers and members of the board of trustees and the date of 
their first election are as follows : 

Eev. Wm. P. Kane, D. D., president, 1892. 

Prof. John L. Campbell, secretary, 1855. 

Hon. Theodore H. liistine, treasurer, 1891. 

Hon. D. P. Baldwin, LL. D., 1878. 

Hon. Thos. R. Paxton, LL. B., 1883. 

Hon. Theodore H. Ristine, M. A., 1883. 

Hon. Albert 1). Thomas, M. A., 1833. 

Mr. James L. Orr, M. A., 1885. 

Hon. Robert S. Taylor, M. A., 18Y7. 

Rev. Matthias L. Haines, D. D., 1890. 

Rev. William P. Kane, D. D., 1890. 

Mr. Orpheus :\L Gregg, M. A., 1892. 

Hon. Charles B. Landis, M. A., 1893. 

Mr. Edward Daniels, M. A., 1895. 

Eev. Geo. L. Mackintosh, D. D., 1897. 

Mr. Benjamin Crane, M. A., 1898. 

Hon. S. Carey Stimson, M. A., 1900. 

Mr. Harry J. Milligan, M. A., 1902. 

Mr. George W. Hall, M. A., M. D., 1903. 

Mr. Finley P. Mount, M. A., 1903. 



550 EDUCATION IN INDIANA. 

The college building's were erected in the following years: 
Sonth hall, 1838; center hall, 1855; Peck scientific hall, 1878; 
steam heating plant, 1878; Yandes library hall, 1801; south hall 
(remodeled), 1899. 

The college library contains forty thousand volumes. The mu- 
seum contains many thousands of specimens for the study of 
mineralogy, paleontology, zoology and botany. The departments 
of chemistry, physics, botany and biology are fully equipped 
for laboratory work. 

The expenses of the college are met chiefly from the endow- 
ments of the different professorships named in the catalogue, to- 
gether with small tuition and laboratory fees. 

The approximate number of professors and teachers who have 
been connected with the college from 1833 to 1903 is seventy; 
the number of graduates, one thousand, and the total number 
of students, five thousand. The number in attendance at present 
is two hundred and fifty. 

The present faculty includes the following: 

William Patterson Kane, D. D., LL. D., president. 

John Lyle Campbell, LL. D., Williams professor of astronomy. 

Henry Zwingli McLain, Ph. D., Lafayette professor of the 
Greek language and literature; secretary of the faculty. 

Arthur Bartlett IMilford, M. A., Yandes professor of the Eng- 
lish language and literature. 

James Harvey Osborne, M. A., associate professor of Latin 
and mathematics. 

Robert Augustus King, M. A., professor of the German and 
French languages and literature. 

Hugh McMaster Kingery, Ph. I)., Thomson professor of the 
Latin language and literature. 

Mason Blanchard Thomas, B. S., Rose professor of biology; 
curator of the museum. 

Charles Augustus Tuttle, Ph. D., professor of history, polit- 
ical economy and political science. 

Donaldson Bodine, Sc. D., professor of geology and zoology. 

Daniel Dickey Hains, M. A., associate professor of languages; 
instructor in physical culture. 

Jasper Asaph Cragwall, M. S., ])r()fessor of mathematics. 

James Bert Garner, Ph. D., Vcvk ])rofcssor of chemistry. 



EDUCATION IN INDIANA. 551 

!N"orton Adams Kent, Ph. D., professor of physics. 

Harry Stringliaiu Wedding, B. S., librarian. 

Daniel Pratt Baldwin, LL. D., special lecturer in literature. 

Edward Daniels, M. A., special lecturer in jurisprudence. 

Rev. George Lewes Mackintosh, D. D., special lecturer in the 
English Bible. 

For catalogues and further information apply to the president 
of Wabash college, Crawfordsville, Indiana. 

(/. EARI.HAM COLLEGE— RICHMOND. 

Earlham college, located at Richmond, Indiana, is the out- 
growth of the educational enterprise which characterized the pio- 
neer settlers in Indiana and Ohio. It was projected as early 
as 1837, and was opened for students of both sexes without 
any restrictions or reservations in 1847, and was maintained as 
a boarding school of advanced grade until 1859, when it was 
organized as Earlham college. 

The constitution provided for a corporation to be known by 
the corporate name and style of "Earlham college," the objects 
and purposes of which are, and shall be, to establish and main- 
tain at, or near, the said city of Richmond, Indiana, an insti- 
tution of learning "to be known by the name and style of Earl- 
ham college, to be constituted according to the general plan ob- 
taining amongst colleges in the United States, with such classes 
and departments, such faculty of professors and instructors, and 
"vv^ith power to pursue such courses -of studies, hold such exam- 
inations, and confer such degrees and honors, as the board of 
trustees shall from time to time determine." 

The board of trustees consists of thirteen members, who shall 
be members of the Friends' church, six of Avhom shall be ap- 
pointed by and from Indiana yearly meeting, and six by and 
from Western yearly meeting; and the president of the college 
is a member of the l)oard, ex-officio. 

The college faculty consists of 17 members, and courses of 
study are offered in Latin, Greek, German, French, Spanish, 
Anglo-Saxon, English language, English literature, history, eco- 
nomics, psychology, philosophy, mathematics, astronomy, civil en- 
gineering, physics, chemistry, biology, geology, biblical literature, 



552 EDUCATION IN INDIANA. 

and interpretation, olocution and oratory, and a five years' course 
in music. 

Earlham college enjoys the distinction not only of being one 
of the first coeducational institutions in America but of having 
been one of the foremost among educational institutions in the west 
in the promotion of advanced practical instruction in science. In 
1853 it made the first beginning in Indiana toward a permanent 
collection of material in natural history for purposes of college in- 
struction. Its present museum is the outgrowth of that beginning. 
About this time the first astronomical observatory in the state was 
established upon the campus. Here also was equipped the first 
chemical laboratory for the use of college students in Indiana. 

The Material Equipment of the College. — The college build- 
ings, five in number, occupy a commanding site overlooking the 
romantic valley of the Whitewater river and the city of Rich- 
mond. 

The campus of forty acres is one of unusual attractiveness, 
delightfully sliaded by native forest trees and tastefully laid out 
in walks and drives. 

Lindley hall is a substantial three-story brick and stone struc- 
ture of modern design, lY4xl50 feet. It contains the office of 
the president, faculty room, auditorium, museum, library, bio- 
logical, physical and psychological laboratories, society halls and 
fifteen large class rooms. 

Parry hall is built of brick and stone, two stories in height. 
It is devoted exclusively to the department of chemistry. 

Earlham hall is devoted exclusively to the boarding department 
of the college. It is a foiir-story brick building with a frontage of 
IDO feet, with an L at each end. Earlham hall has comfortable 
accomodations for 140 students. 

The astronomical observatory is a brick building 38x16 feet. 
It has a movable dome and is furnished with good apparatus for 
the practical study of astronomy. 

The gymnasium is a well-built wooden structure, with stone 
foundations, 60x40 ft. 

The buildings of Earlham college are heated by steam and 
lighted by gas and electricity. 

Laboratories. — The chemical hiboratory occupies the entire sec- 
ond floor of Parry h:ill, and is thoroughly equipped to accommo- 



EDUCATION IN INDIANA. 553 

date 44 students working at one time. The biological laboratory 
occupies four rooms on the third floor of Lindley hall, and is ad- 
mirably adapted for the use intended. The physical laboratory 
occupies three rooms on the first and basement floors of Lindley 
hall. The psychological laboratory occupies rooms on the second 
floor of Lindley hall, and is well equipped with apparatus for the 
study of physiological psychology. 

The Libraries. — The libraries accessible to students of Earlham 
college aggregate about 40,000 volumes. The Earlham college 
library contains, altogether, over 10,000 volumes, not including a 
large collection of pamphlets and unbound periodicals. The 
Ionian library contains 1,600 volumes, and the Phoenix library 
1,000 volumes. Of departmental libraries there are seven. 

In addition to these facilities at the college, the college partici- 
pates in the free use of all the enlarged and additional resources 
of the Morrisson-Ree^'es library, of Richmond, which contains 
over 30,000 volumes. 

The Museum. — The museum occupies one room 60x70 feet, 
with large galleries on three sides, and one room 15x20 feet. The 
total floor space is 6,000 square feet. It is furnished with 90 large 
cases for the dis|)lay of specimens. The most important acquisi- 
tions of the museum are: (1) Mounted skeleton of mastodon 
(Mastodon americanus), height 11 feet 2 inches, length, including 
forward curve of tusks, 20 feet 2 inches; (2) mounted skeleton of 
gigantic fossil beaver (castoroides ohioensis), height 1 foot 8f 
inches, length, 5 feet 3^ inches; (3) over 25,000 s'pecimens — 
paleontology, mineralogy, biology, archaeology. 

The total enrollment of students for the year 1902-'03 was 320, 
representing 11 states, and it is to be borne in mind that these 
Avere college students, as the preparatory department was abolished 
in 1901. 

Degrees were first awarded in 1862, and since that time 628 
degrees have been conferred, 3Y4 upon men, and 254 upon women. 

Last year 54 graduates of Earlham college were pursuing ad- 
vanced studies in universities, colleges and professional and tech- 
nical schools, and more than T5 graduates are at present holding 
advanced educational positions in normal schools, colleges, uni- 
versities, and scientific work. 



554 EDUCATION IN INDIANA. 

The college is supported by tuition fees and the proceeds of 
various productive endowuient funds amounting to $250,000 ; and 
the value of the material equipment of the college is estimated at 
$250,000. 



//. FKAXKLIN COLLEGE— FRANKLIN. 

The first meeting looking toward the establishment of the 
institution was held June 5, 1834. It received a charter from the 
state in 1844. But in 1872 the college suspended instruction, the 
board of directors disbanded, and the property was taken to satisfy 
the demands of the creditors. In less than six months, however, 
the citizens of Franklin and their friends raised $50,000 and a 
new organization was effected. The name of the new corporation 
is Association of Franklin college, and it was formed under an act 
entitled "an act concerning the organization and perpetuity of 
voluntary associations." The act was approved by the general 
assend)ly of Indiana Fel)ruary 25, 1867. The college doors were 
opened again in September, 1872. 

The stockholders elect the board of directors, and these have in 
charge the general conduct of the college, making an annual report 
to the stockholders. This board is composed of four officers and 
twelve members; the members are divided into three classes, one 
of which is elected each year. 

There are eleven professors, including the two professors of 
music (instrumental and vocal). 

The equipment consists of grounds and buildings estimated at 
$80,000; a library of 15,000 volumes; a geological collection of 
40,000 specimens ; chemical and physical apparatus worth $3,000, 
and an endowment of $231,000. 

The enrollment of students the past year was 183, and it will 
be as many, or more, this year. 

The college is supported by interest on endowment and by fees 
from students. The total income at present is from $17,000 to 
$18,000. The total present assets of the institution are $419,500. 

Dr. W. T. Stott is president of Franklin college, Avhich position 
he has ably filled since 1872, 



EDUCATION IN INDIANA. 555 

/. MOOKES HILL COLLEGE— MOORES HILL. 

Moores Hill college was establisliod for the purpose of furnish- 
ing a liberal edncation to both sexes. For the first thirteen years 
of the life of the institution the school was known as the male and 
female collegiate institute, heralding to the country that in south- 
ern Indiana there was an institution great enough and broad 
enough to say to the daughters of ]\Iethodism, we welcome you to 
our halls and our laboratories to compete on equal terms with your 
brothers. 

The fourteenth year of the life of the institution witnessed a 
change in name. It was known everywhere that the institute was 
co-educational. Advanced ground was to be taken and the name 
was changed to Moores Hill college, with Thomas Harrison, D. D., 
as president and such men on the l)oard as Dr. Enoch G. Wood, 
Hon. John K. Thompson, Sampson Tincher, D. D., Judge 
Downey, Gov. Will Gumback and others. The college was favored 
with a large enrollment and soon took rank with other colleges of 
the state. A glance at the list of chief executives as the years pass 
reveals the fact that the college has had eleven presidents. Rev. 
S. R. Adams served as president from 1856 to 1863. In 1861 
and 1862, however, he was absent from the college and Dr. Robert 
F. Brewington took his place, as acting president. Rev. W. O. 
Pierce was principal from 1863 to 1864. Rev. Thomas Harrison, 
D. D., president from 18<)4 to 1870. Rev. J. H. Martin, D. D., 
president from 1870 to 1872. F, A. Hester, D. D., president from 
1872 to 1876. Rev. J. P. D. John, D. D., president from 1876 to 
1879. Rev. J. H. Doddridge, D. D., president 1879 to 1880. 
Rev. J. P. D. John, D. D., president from 1880 to 1882. Rev. 
L. G. Adkinson, D. D., president from 1882 to 1887. Rev. G. P. 
Jenkins, D. D., president from 1887 to 1890. Dr. Martin presi- 
dent from 1890 to 1897. Charles Willard Lewis, D. D., acting 
president from 1897 to 1898, president 1898 to 1903. 

The board of trustees consists of the president of the college, ex- 
offieio, and twenty-seven mend)ers, all of whom are elected by the 
Indiana annual conference for a term of three years. In addition 
to the regular members of the board the conference appoints an- 
nually six conference visitors and two alumni visitors, making in 
all a body of thirty-six members. 



556 EDUCATION IN INDIANA. 

The board of trustees has the power of receiving, holding and 
administering funds, ajipointing faculties, conferring degrees and 
making laws for the government of the institution. 

In order that the college may be able to meet the growing de- 
mands for additional equipment and room it is necessary that the 
income should be largely increased by additional endowments. 

The institution has had a splendid history of forty-eight years. 
The army of noble men and women who have been connected with 
Moores Hill college, hundreds of whom have graduated, is proof- 
evident of the great work accomplished. The future never was 
brighter and if christian people within her patronizing territory 
will do their full duty Moores Hill will live to bless the world in 
the future even more abundantly than in the past. 

Moores Hill college is located in the quiet, picturesque town of 
Moores Hill, Indiana. It is on the Baltimore & Ohio Southwest- 
ern railway, forty miles southwest of Cincinnati and eighty-five 
miles northeast of Louisville. It is seventy-five miles southeast of 
Indianapolis, and is easily reached by connections at North Ver- 
non and Lawrenceburg. The town is thus placed in direct com- 
' munieation with all parts of the state as well as with Ohio, Ken- 
tucky and Illinois. 

The town occupies one of the highest elevations in southeastern 
Indiana, being 400 feet above the Ohio river. The surface is roll- 
^ing and slopes in all directions from the town, thus affording the 
vibest drainage. It is a remarkably healthful place. 
' The main college building is a substantially built three-story 
' brick. The chapel is situated in the central part of the first floor 
• and is very tastefully decorated. It is equipped with comfortable 
' and convenient folding opera chairs. The library and reading- 
■ room occupy all of the south wing of the first floor. The greater 
' part of the first and second stories of the north wing is occupied 
'-by the chemical, physical and biological laboratories. These are 
equipped with the latest apparatus and appliances for laboratory 
"work. 

Moores Hill college does not seek to develop the mind alone, but 
Ix'lieving that education consists of more than mere intellectual 
training strives to bring to the highest possible state of develop- 
ment the threefold nature of man — spirit, mind and body — and be- 
lieving that spiritual interests are always paramount, the institu- 



EDUCATION IN INDIANA. 557 

tion carefnlly surroiuids licr students with cliristian influences. 
Every member of the faculty and about ninety per cent, of the 
students are professed christians, and christian principles and 
practices are everywhere taught. 

Devotional exercises are conducted in the chapel each morning- 
by the faculty. Church services are held twice each Sunday, 
besides Sunday school at 2 p. m. and class meeting at 3 p. m. 

'\'\niile the college is under the control of the Methodist Episco- 
pal church it is not sectarian, and nowhere in the chapel or class 
room is any distinction made in the direction of creed. 

The library is composed of six distinct divisions, viz. : The 
college library, the Harvey Harris and wife library, the Thomas 
Harrison library, and the three society libraries. These contain 
in all about five thousand bound vohunes and two thousand pani- 
])hlets, so diversified and distributed in subject as to furnish valu- 
able reference works for the students in the various departments. 

That the physical nature might be developed and an interest in 
athletics fostered the Moores Hill college athletic association was 
organized in 18!);3. The membership is open to all alumni, stu- 
dents and faculty of the college. The president of the association 
is a member of the faculty and associated with him to form the 
executive committee, are two members from each of the literary 
societies. 

The expenses of membership are placed at the minimum, and 
every effort is made by the executive committee, through judicious 
appropriations, to give to the association the largest possible return 
for the amount thus invested. 

The Will F. Stevens gymnasium is now regarded as one of the 
necessary factors in the college. Military drill, Indian club drill, 
basketball games, all under the skillful management of a director, 
enable the student to keep pace physically with advancement in- 
tellectually. While the gymnasium "room" for all practical pur- 
poses is surpassed by few, if any in the state, a steam plant is 
needed for heating and additional apparatus for work. It is hoped 
that in the very near future some friend will add these improve- 
ments. 

There are three literary societies as follows : The Philoneikean 
and Photozetean for the young men of the college and the Sigour- 



558 EDUCATION IN INDIANA. 

nean for the young" ladies. These three societies meet in the Peter 
j\tyer's literary hall at diflFerent times in the week. 

Philoneikean Society. — This organization is the oldest society 
in the college. Its organization occurred in 1856. The purpose 
of the society is the development of "strong, well rounded intel- 
lectual and patriotic manhood." The members of this organiza- 
tion have shown themselves to be full of loyalty not only to their 
society but the college interests in general. Contril)utions for va- 
rious interests have been quite liberal. The "Philos" now have 
under headway a plan by means of which a new chapter house 
may be erected at an expenditure of $3,000. It is believed that 
such a l)uilding will be not only a source of strength to the society, 
but a factor in the advancement of the best interests of the college. 
Motto, Excelsior. 

Photozetean Society. — This society was founded in 1867 for the 
special benefit of young men studying for the ministry. In early 
days it was ])ossible for a young man to belong to the two societies. 
As the years passed by however the organization gradually and al- 
most imperceptibly passed into the regular literary phase and to- 
day ranks as one of the important factors in the college life. The 
members of this organization are characterized by earnestness, de- 
votion to the society and college interests ; are progressive and fully 
awake to the responsibilities thrown upon them by membership in 
the society. Motto (translation), Find a way or make one. 

Sigournean Society. — This organization meets every Friday 
afternoon. At this time a program consisting of literary produc- 
tions, elocutionary selections, music, etc., is rendered, thus giving 
in addition to the regular literary training an opportunity to cul- 
tivate ease of manner by frequent appearance before a public 
audience. The aim of the society is to develop the best talent in 
the organization. Meetings held for business purposes are con- 
ducted in harmony with parliamentary customs, Robert's rules of 
order being the authority. At the end of the year a public enter- 
tainiiicnt is given in connection with regiilar commencement exer- 
cises. The influence^ of this society on college life is one of the 
important factors in the growth of the institution. Motto, 
Laureas super montern sclent carpe. Organized 1857. 

Young Men's Christian Association. — The Young Men's Chris- 
tian association holds a regular devotional meeting each Monday 



EDUCATION IN INDIANA. 559 

evening in the church parlors. This association work is one of the 
most beneficial forces in college life. The aim of the young men 
banded together is to reach every man in college and influence him 
to a higher and better life. Young men coming to the college for 
the first time are met by these men and safely advised as to the 
best plans for beginning the new work. The association has no 
room, as yet of its own. It is hoped that some '^big hearted" 
christian philanthropist will in the near future make it possible 
for these young workers to have a home of their own. 

Young Women's Christian Association. — All that has been said 
of the above organization may be repeated of the women's organi- 
zation. Their meetings are held on Wednesday night just before 
the regular mid-week prayer meeting service. The Bible classes 
carried on by these associations make it possible for every student 
in college to secure in the course of a year a great deal of informa- 
tion about the book of books. 

Delegates are sent each year to Geneva and to the state conven- 
tions and much is accomplished in elevating the spiritual life of 
the students and in training them in active Christian work. 

Students in all departments are subjected each term to a written 
examination, and are classed according to their average as follows : 
Below 70 per cent., poor; from 70 to 80 per cent., nie<lium ; from 
SO to 90 per cent., good; from 90 to 100 per cent, excellent — a 
medium per cent., at least being necessary to advancement. Meri- 
torious conduct, together with the student's class report, will be 
considered in determining his grade or rank in college. This will 
be placed upon the records, and if desired, a copy will be sent to 
the parents or guardian. 

In calling attention to the necessary expenses it must not be 
supposed that because the rates are the minimum the gTade of in- 
struction offered is low. It has been claimed and is now asserted 
that the thoroughness and the accuracy of the w^ork done here are 
not excelled anywhere. ]\Iore than this the institution is not kept 
up by the small fees collected as tuition but has other sources of 
income by means of which it is able to offer to the educational 
public the advantages of a christian college. 

Many of our best students rent furnished rooms at fifty cents a 
week, and by a system of clubbing, reduce their table expenses to 
$1.50 or less, and their entire expenses to $2.00 a week. Those 



560 EDUCATION IN INDIANA. 

who desire private board may secure good rooms, board and every- 
thing furnished, at $2.50 and $3.00 per week. 

/. CONCORDIA COLLEGE— FORT WAYNE. 

Concordia college was founded in 1839, in Perry county, Mis- 
souri. Its founders, a body of German Lutherans, had left their 
native land for religious reasons, and in spite of their bitter pov- 
erty, established an institution of learning in order to insure to 
themselves and their children their own spiritual heritage. The 
purpose of the institution as expressed in the charter is "^to educate 
young men for the ministry of the German Evangelical Lutheran 
denomination." This has been its aim and object up to the pres- 
ent time, and only an exceedingly small proportion of its alumni 
are to be found in other walks of life. 

When the little log cabin college opened its doors, it had five 
students and four instructors. In 1850 it became the property of 
the German Evangelical Lutheran synod of Missouri, Ohio and 
other states, and was removed to St. Louis, Mo. Its attendance 
had increased to thirty-four, and various changes had meanwhile 
taken place in the faculty. During this period the theological and 
the preparatory (classical) departments were combined. In 1801, 
however, the preparatory department was removed to Ft. Wayne, 
Ind., its present home. 

The trustees are elected l)y the synod at its triennial meetings, 
with the exception of the praeses of the middle district of said 
synod, who is ex-officio president of the board. Its faculty con- 
sists of the president and seven instructors, all of whom are chosen 
by a board of electors a])])()inted by the synod. 

The library contains about seven thousand volumes, of whicli 
three thousand are accessible to the students, while the rest are 
reserved as reference books of the faculty. Its museums and 
scientific apparatus have a value of about twelve hnndi-ed dollars. 
This equipment may seem inadequate, but considering the severely 
classical and linguistic bent of the curriculum answer their pur- 
pose quite well For seven recitations per week for six years are 
devoted to Latin, six per week for four years to Greek, and three 
per Aveek for two years to Hebrew. English and German occupy 
from three to five periods per week during the entire course of six 



EDUCATION IN INDIANA. 501 

years. The remaining' recitations per week, of whieli there are 
thirty, are assigned to mathematics, physics, chemistry, botany, 
physiology, and history. 

The enrollment has fhu-tnated considerably during the sixty- 
five years. At present it numbers 182 students. 

The college has no productive funds of any kind. The salaries 
of the instructors are i)aid from vohmtary contributions to the 
synodical treasury, and the buildings are erected and maintained 
from funds procured in the same manner. 

A-. I'XIOX CIIKISTIAN COLLEGE— MEROM. 

This institution was founded in August, 1859. It was the out- 
growth of a general convention of the christians held at Peru, 
Indiana, JN'ovember, 1858. 

The location of the college at ]Merom was determined not only by 
the natural scenery and homelike surroundings of the place, but 
also by the fact that ]\rerom citizens contributed a bonus of $35,- 
000 with which to make a beginning. 

Although about two mik's distant from the Illinois Central rail- 
way, the quiet village life and the healthful Iduffs of the Wabash 
are regarded as constituting a very desirable location for a chris- 
tian school. 

The college was opened to students September 9, 1860, and 
graduated its first class four years later. Since 1861 about two 
hundred and fifty graduates have been sent out, the majority of 
whom have entered the professions of teaching and the christian 
ministry. 

The first president was Dr. Nicholas Summerbell (1860-1865), 
next came Dr. Thomas Holmes (1866-1876), who was followed by 
Dr. Thomas C. Smith (1877-1882). The fourth president. Rev. 
Elisha ]\[udge, A. M., served nearly five years (1882-1887), and 
the present encumbent, Dr. Leander J. Aldrich, has served for 
nearly seventeen years. 

The charter, secured in 1859, and renewed and enlarged in 
1882, provides for a coeducational, unsectarian institution, gov- 
erned by a board of fifteen trustees, who are elected in groups of 
five annually by the stockholders from nominations made by the 
christian conference of Indiana, Illinois and Ohio. 

36— Education. 



562 EDUCATION IN INDIANA. 

The following are active ineinbers of the faciiltv, 1003-04: 

Leander J. Alclrich, A. ]\r., D. I)., president, ethics. 

Arthur ]\I. Ward, M. S., secretary, English. 

Daniel B. Atkinson, M. A., treasurer, Latin. 

Benjamin F. ^McHcnry, ]\L A., science and mathematics. 

S. Elizabeth liatten, jNI. A., Greek and German. 

Edward L. Lawson, Ph. J>., psychology and normal. 

Sadie F. Phmkett, M. A., drawing and painting. 

Margaret Flanner, vocal and instrumental music. 

Pearl AVright, elocution and physical culture. 

William H. llartin, penmanship. 

Zenohia Weimer, librarian. 

Sanna H. Sutton, matron of hulies hall. % 

The college maintains academic and collegiate departments ; the 
standard courses of Indiana higher institutions; also special 
courses in English l)il)le, liomiletics and theology. 

The library contains about o,G00 volumes. Connected with the 
library is a free reading room, containing the leading magazines 
and a variety of daily and weekly journals. 

A chemical laborat(U-y and cabinet of nnneralogy and natural 
history each provide facilities for scientific research. 

The institution is sup})orted' from the income of $75,000, in- 
vested endowment, from tuition fees, rents and personal donations. 

The years 11)02 and 190o were marked by a very material in- 
crease of permanent endowment. The Hon. Francis A. Palmer 
of N"ew York, contributed $;50,000 August 1, 1!)03, to which more 
than five hniidrcd other friends added $20,000 the same year. 

The year ])revions Mr. and Mrs. Levi Wilkinson of Cynthiana, 
Indiana, deeded the college a farm in Gibson count}^, Indiana, 
valued at $15,000. 

Several difi'erent states arc re])resente(l in the student body, bnt 
the attendance, which averages about 170 iinnually, is chietiy 
from the adjoining counties of Indiana and Illinois. The present 
term cnrolliiiciit is about 100 — nearly one-half of whom are 
young women. 



EDUCATION IN INDIANA. 563 

I. NOIiTII MANCHESTER COLLEGE, NORTH MANCHESTER. 

Founded 1805. Owned and conti-olled by four state districts 
of the German Baptist Brethren Chnrch in Indiana and Ohio. 

The trustees are chosen in the annual conference of tliese sev- 
eral districts bv the delegate body. 
Officers of the Board of Trustees : Chairman, Elder S. F. Sanger, 

South Bend, Ind. ; Secretary, Elder L. A. Bookwalter, Dayton, 

Ohio; Treasurer, Elder S. S. Ulrey, ISTorth Manchester, Ind. 
The school is leased to the following Board of Management: 

President, E. M. Crouch, A. ]\I. ; Secretary, I. Bruce Book, 

A. B.; Treasurer, L. D. Ikenberry, A. M. ; M. M. Sherrick, 

A. M. 

Strong faculty of teachers trained in some of our best colleges 
and uniyersities. 

CoiJESES. 

1. formal English Course — Four years professional course 

for teachers. Decree, B. E. 

2. College Preparatory — Four years. 

3. College Course — Four years. Degree, A. B. 
Bible— 

1. Two years English course. 

2. Hebrew and Greek Course — Three years. Dee-ree, Bach- 

elor of Sacred Literature, 
Music — 

1. Course for Teachers — Two years, in both yocal and in- 

strumental. 

2. Course in Voice Culture — Harmony and history of music. 

3. Piano Course — Four years. 
Commercial — 

1. One year course. 

2. Course of two years for commercial teachers. Degree, 

Master of Accounts. 

3. Thorough courses in shorthand and typewriting. 
Elocution- — Course of two years. 

The institution is centrally located. A high standard of moral 
character and culture is maintained. 



564 EDUCATION IN INDIANA. 

C. PRIVATE INSTITUTIONS. 

(/. VINCETSfES UNIVERSITY. 

Vinconiies, the seat of Vincennes university, is the county seat 
of Knox county. It is situated on the famous AVabash river, 
on a high rolling prairie, with picturesque upland surroundings 
and a background of forest, garden and farm land. It is 117 
miles soutlnvest of Indianapolis, and is easily reached by rail 
from all points in Indiana and Illinois. 

Vincennes is a beautiful, healthful city, with a population of 
twelve thousand thrifty, hospitable, cultured people. It contains 
many commodious churches of various denominations, substantial 
public buildings, and handsome residences. 

Vincennes is an historic landmark ; it is the oldest city in 
the west and was the first capital of the northwest territory. 
Fort Knox, the original cathedral of the Vincennes diocese, the 
first legislative hall, the residence of William Henry Harrison, 
are among the historic places. Here also was the scene of the 
battle in which Gen. George Rogers Clark, after one of the most 
memorable marches in the annals of history, defeated Governor 
Hamilton and the British soldiers, and forced a surrender that 
eventually made the great northwest. United States territory. 

By an act of congress March 26, 1804, it was provided that 
a township of land, 23,040 acres in the Vincennes land district, 
be located by the secretary of the treasury, for the use of a sem- 
inary. 

The territorial legislature of Indiana, by an act passed J^o- 
vember 29, 1806, supplemented by an act passed September 17, 
1807, established and incorporated Vincennes university, and des- 
ignated it as the recipient of the township of land donated by 
congress, and appointed a lioard of trustees and created said trus- 
tees and their successors a body corporate and politic by the 
name and style of "The Board of Trustees for the Vincennes 
University," with power to select a president and members of 
the faculty, establish a course of study, to grant degrees and 
exercise all other powers, rights and immunities usually bestowed 
on institutions of learning. The secretary of the treasury, Octo- 
ber 6, 1806, pursuant to act of congress, located and set. apart 
to the university township 2 south, range 11 west. This land 



EDUCATION IN INDIANA. 565 

is in Gibson county, and is partly imekrded in tlie present city 
of Princeton, 

December 6, ISOG, the first meeting of tbe trustees was beld; 
General William Henry Harrison was elected president and Gen. 
W. Johnson, secretary. 

Fnder the grant the trustees were authorized to sell not ex- 
ceeding -ijOOO acres of this land, and rent the remainder for 
the uses of the university. A campus of about twelve acres 
was purchased by the trustees, in what is now the center of the 
city, and a large brick building was erected thereon, a faculty 
was elected, and the institution opened in 1810, with Dr. Samuel 
T. Scott as first president, and continued until suspended by 
the action of the legislature of Indiana. 

In IS 30, and subsequently, the legislature assumed to own 
and control the lands of the university, appointed a commissioner 
to rent and sell the lands and pay the receipts into the state 
treasury. 

By these several acts of the legislature the usefulness of the 
university was so weakened that for a time the school was sus- 
pended, but in 1843 the trustees after full investigation deter- 
mined to assert their rights to this property in Vincennes and 
the lands in Gibson county which had been sold by the state, 
and employed lawyers and instituted suits to recover. The leg- 
islature then passed an act authorizing suit to be brought by 
the university against the state in Marion circuit court to test 
the university's right to the lands, but limiting the amount to 
be recovered to the money realized by the state without interest 
and without regard to the value of the land. 

This suit was brought and went to supreme court of the state, 
and this court decided against the university. The university 
appealed to the supreme court of the United States, and this court 
decided in favor of the university, and in the opinion stated 
that the lands at the time (1853) would have been worth 
$200,000. 

In 1856 the state paid the university in bonds $66,585, of 
which the trustees had to pay their attorneys $26,000. 

In 1895 the legislature gave the university $15,000, which 
was taken under protest that it was an inadequate settlement, 
the university determining to appeal to a future legislature. 



566 EDUCATION IN INDIANA. 

In 1890, for tlic first time, tlie university made a proposition 
for a fnll and final settlement by offering a bill appropriating 
$120,000 in twenty -year four per cent, bonds. This bill passed 
by an oyerwhelming' majority. The governor in a message said 
he had not snifieient time to investigate the merits of the claim, 
and in refusing his approval suggested a commission to inves- 
tigate and report. This was accordingly done, and after a careful 
inquiry the three senators composing the commission reported two 
years later to the session of 1001, finding all the facts exactly 
as presented by the university, recommending no special amount, 
reporting that no adequate settlement had ever been made, and 
leaving the matter of the state's moral obligation to pay this 
just debt, to the senate. Accepting this report, the senate by a 
vote of more than two to one passed a bill to pay the full amount. 
The bill failed to pass the house on the plea that the appropri- 
ations of the session were large. 

In the succeeding legislature (1903) a commission of state 
ofiicers, the governor, secretary, auditor and treasurer, was ap- 
pointed to report upon the claim in 1905, at which time it is 
confidently believed the state will meet the expectations of all 
the friends of the university throughout the state by settling 
adequately and finally this just claim, which will enable the 
institution to care for at least five hundred students. 

The lil>rary is to the literary student what the laboratory is 
to the student of science, and increasingly are the departments 
of philosophy, English and history emphasizing the importance 
of work done in the library under the direction of instructors. 

The university library is designed to be rather a reference 
library than a lilu'ary of fiction, though this leading purpose 
by no means precludes fiction and current literature. ]^ew books 
are added from time to time, and such books are selected by 
the heads of the different departments in conjunction with the 
president. 

Among the reference books and charts is included an extensive 
list of dictionaries, of encyclopedias, of histories, of compends 
of science, and of charts and atlases. Aside from these, however, 
there are many bof)ks of fiction and current periodicals, the latter 
including gazetteers, magazines, bulletins and newspapers. 



EDUCATION IN INDIANA. 5G7 

The reading-room, in connection with the li1)rary, is a hirge, 
well-lighted, attractive apartment, located on the ground iloor 
and supplied with tables and comfortable chairs, so that it may 
be used as a study-room as well. 

Besides the general library whose privileges are free to all 
students, each department mains a select set of reference books 
for the use of students in the respective departments. 

The museum contains an interesting collection of mineraloffi- 
cal, paleological, zoological and botanical specimens. Aside from 
the rich collection of minerals and fossils, without interest per- 
haps except to the scientist, there are Indian and other ab(n-igina] 
relics, as well as rare specimens of reptiles and other animals 
which are interesting and instructive to everyone. The museum 
is freely made use of by classes in geology, chemistry, biology, 
and j^hysical geography. 

The chemical laboratory, located on the second floor of the 
main building, is fitted with desks, reagent racks, gas, water, 
and a "hood." Each student has his own apparatus, his own 
chemicals, his own gas and water sup])ly, and does his own work. 
Balances for quantitative work are used in common by the stu- 
dents ; these are sensitive to 1-10 milligram. The oxy -hydrogen 
blow-pipe, stills and eudiometers are also mostly used in com- 
mon. Nothing is lacking for thorough and complete work in 
the courses in chemistry offered. 

The physical laboratory and lecture-room is also on the second 
floor of the main building. It is pi-ovided with a lecture table, 
cases for apparatus, gas fixtures, and an accessory "dark room" 
for experiments in light requiring the "porte lumiere." 

The apparatus and equipment are complete for not only qual- 
itative but quantitative experiments in the courses offered in 
physics. In physics, as in chemistry, the student does his own 
work, and is accorded free use of apparatus in so far as is con- 
sistent with his care in the handling of it. Thus, the student 
not only gets the experimental use of, but by handling becomes 
thoroughly familiar with micrometers, calipers, balances, Att- 
wood's machine, jolly balance, rotatory machine, hydrometers, 
air and water pumps, mercurial and aneroid barometers, ther- 
mometers, prisms, lenses, mirrors, stereopticon, spectroscope. 



568 EDUCATION IN INDIANA. 

manometric flame apparatus, Chladni's plates, sonometer, Tsefler- 
Holtz macliine, Leyden jars, electroscope, electrophones, batteries, 
electro-magnets, telegraphic instruments, induction coils, dyna- 
mos, galvanoscopes, galvanometers, rheostats, and the Wlieatstone 
bridge. Moreover, flasks and glass and rubber tubing and other 
materials are furnished and the student is required to set up 
experiments for himself, thus developing practicality and self- 
reliance to a greater degree than the mere handling of ready- 
made apparatus could do. 

The biological laboratory is in connection with the physical 
laboratory. It is a commodious, well-lighted room, fitted with 
working desks, microscopes and microscopical appurtenances, dis- 
secting instruments, a microtome, stains and other reagents, dry 
and steam sterilizers, and materials for the preparation of culture 
media for bacteria. There are also various illustrative materials 
such as skeletons, taxidermic specimens, and animals and tissues 
in alcohol, formaldehyde and other preservatives. 

The rooms occupied by the business department are equipped 
with typewriters and modern fixtures for banks and other offices, 
and so furnished tliat tlu^ niglit sessions are no more handicapped 
than the day sessions. 

The music rooms are located on the third floor of the main 
building, and are attractively furnished, and thoroughly equipped 
for practice and recitative work. There are also two pianos in 
the chapel, one a Steinway Grand and the other of the Colonial 
type, wdiich are used in the public performances given period- 
ically by the musical de])artment. 

The university issues an annual catalogue of information con- 
cerning its various departments of work each May, and also 
in Feluniarv, an announcement to teachers concerning the work 
offered in the spring term. Besides these, bulletins in the interest 
of one or more of its departments are issued from time to time, 
as the occasion may require. 

The Blue and Gold is issued seven times per annum by the 
senior class of the School of Literature and Science. 

Each representative in the state legislature may annually ap- 
point from his legislative district one cadet, who must be a male 
at least sixteen years of age, five feet four inches tall and in 
good health. All aiqxtintments must be made upon blanks fur- 



EDUCATION IN INDIANA. 569 

nished by the nnivcrsity, wliicli may be obtained from tlio presi- 
dent. The holder of this scholarship shall be exempt from all 
fees connected with the nniversity, except laboratory fees and 
mnsic and business tuition. 

The Tan Phi Delta Greek letter society was organized and 
is maintained for the laudable purpose of encouraging scholastic 
and literary attainments among its members, and for the general 
purpose of promulgating the spirit of fraternity. 

A flourishing literary society having for its purpose the usual 
high aims of societies of this nature is enthusiastically supported 
by faculty and students. Eveiy student in every department 
of the university is eligible for membership. 

In May, 1884, Major W. P. Gould, U. S. A., made a generous 
offer of a gold medal of the value of $25, to be given annually 
for excellence in oratory, which offer was gratefully accepted 
by the board of trustees. Under the rules adopted by the faculty, 
the contest for the above medal consists of original orations to 
be judged upon three points, viz. : Thought, style of composition, 
and delivery. The contest takes place during commencement 
week. 

In 1902 the medal was awarded to Miss Maud Arthur, of 
Washington, Indiana. 

Athletics are under the control of the students, who are encour- 
aged in all healthful sports by the faculty. Provision is made 
for foot ball, base ball, basket ball, and field and track events. 

Enrollment, 226. 

h. OAKLAND CITY COLLEGE AND CONSERVATORY OF MUSIC, 

OAKLAND CITY. 

Oakland City College, Oakland City, Gibson county, Indiana, 
was organized June 1, 1885, the following signatures appearing 
under the articles of incorporation : J. B. Cox, Evansville, Ind ; 
D. B. Montgomery, Owensville, Ind ; Willis Charles, Evansville, 
Ind; W. P. Hale, Owensville, Ind; J. McF. Montgomery, Owens- 
ville, Ind ; W. M. Cockrum, Oakland City, Ind ; L. Houchin, Pike 
county, Ind ; G. B. Young, Poseyville, Ind ; J. O. M. Selby, 
Petersburg, Ind ; Geo. A. Putter, Oakland City, Ind. 

The pur])ose of the institution is set forth in article 1 of the 
articles of association : "The purpose of this association is the 



570 EDUCATION IN INDIANA. 

fomidiiic,", endowing and niaintaininc; witliin the lx)unds liereto- 
fore mentioned a college for tlie use and benefit of tlie General 
Baptist denomination in tlie United States which shall embrace 
a preparatory, scientific, classical, and theological course of 
study." 

The trustees of this institution are elected by the general asso- 
ciation of General Baptists in the United States at its annual 
meeting. 

After tlie organization in 1885 immediate steps were taken 
looking to the erection of a building and the raising of an endow- 
ment fund. The first building was completed in 1891, and the 
school opened its first session in the spring term of that year 
under the direction of Dr. A. D. Williams as ])resident. 

In response to the call for endowanent, four chairs have now 
been endowed and many unclassified gifts to the general work 
haA'e been received. This endowmient consists of 520 acres of 
productive hind, 75 town lots in Oakhind (Mty, other real estate, 
and several thousand dollars in interest bearing notes. 

The institution is su])ported from the income on its endowment 
and a low tuition rate of $30 a year in the normal, preparatory 
and collegiate departments. 

Since its organization the college has been strictly co-educa- 
tional, and such a relation between the sexes has been maintained 
tliat the system has been highly satisfactory. 

The original scope of the courses has been gradually enlarged 
to meet the demands, and is now as follows : A review course 
in the common branches, teachers' reading circle books, method 
of teaching, etc., for those who wish to take the county teachers' 
examination ; a three-year normal course, which is a thorough 
professional teaclier's course fitting teachers for principalships 
and higher ])ositions in the teaching line; a four-year preparatory 
course conforming to the general entrance requirements in all 
standard colleges ; three four-year collegiate courses — classical, 
literary, and scientific, the first two leading to the degree of Bach- 
elor of Arts, tbe last to the degree of Bachelor of Science; two 
theological coursos, one of three years, the other of two, the 
former leading to tlio degree of Bachelor of Divinity; a four- 
year course in j)iaiio, a four-year course iu voice, and a three- 
year course in violin. 



EDUCATION IN INDIANA. 571 

In 1901 a large addition was bnilt, doubling the size of the 
original structure. Important changes were made in the equip- 
ment of the college at that time. A commodious and well- 
equipped gymnasium was added, the lil)rary accommodations were 
also materially increased. One of the prettiest assembly rooms 
in the State tilled a long-felt want. The two Christian associ- 
ations were given ])ermanent quarters in the college building, 
thus strengthening the spiritual forces of the scliool. 

The college grounds are situated on one of the highest eleva- 
tions overlooking the town from the west, giving it an ideal 
location from a sanitary stand])oint. Tliis is also clearly demon- 
strated in a fact that few institutions can boast of — during the 
thirteen years of its history not a single student has ever died 
while enrolled in Oakland City College. 

The present atten(huice is 187 — 86 males and 101 females. 
The present faculty consists of eight members, with AVilliam 
Prentice Bearing as president. 

The characteristic ideals of Oakland City College may be 
summed up as follows: Strong courses and a high standard of 
instruction, low expenses for students, a vigorous mental, moral 
and physical life, a definite recognition of God, a radical demo- 
cratic spirit (no fraternities), the gospel of hard work. 

c. A'ALl'AHAISO COLLEGE, VALPARAISO. 

Organized first as the ATorthern Indiana IsTormal School, was 
founded by its present president, Henry B. Brown, in the city 
of Valparaiso, Indiana, September IG, 1873, with 35 students 
m attendance. For two years it was conducted under the charter 
granted the Valparaiso Male and Female College, an institution 
which had been established many years prior to this time, but 
was abandoned some three years before the ^^orthern Indiana 
N'ormal School was established. 

The building (there was but one) and the grounds, through 
neglect, had become almost worthless. To these very uninviting 
surroundings students were asked to come. The charter of Val- 
paraiso Male and Female College was somcAvhat restricted in 
its scope, and it was extended by the following articles of asso- 
ciation to include the N'orthern Indiana l^ormal School: 



572 EDUCATION IN INDIANA. 

Articles of Association of the Northern Indiana Normal School 
AND Business Institute. 
Be it known that we, the undersig-ned, Henry B. Brown, John N. 
Skinner, Joseph Gardner, Azariah Freeman, DeForest L. Skinner, Marquis 
L. McClelland, Artillus Y. Bartholomew, John C. Flint and Gottleib Bloch, 
all of the city of Valparaiso, in the county of Porter and state of Indiana, 
have associated, and by these presents do associate ourselves together as a 
corporation under the corporate name of the board of trustees of The 
Northern Indiana Normal School and Business Institute, for the purpose 
of establishing and maintaining a high school or institution of learning 
to be known as the Northern Indiana Normal School and Business Insti- 
tute, the same to be located at the city of Valparaiso, in the county of 
Porter and state of Indiana. Any person may become a member of this 
corporation by the unanimous vote of all these memliers thereof, and not 
otherwise. 

It is further provided by these articles of association that the said 
Henry B. Brown shall be president of the faculty of said institution of 
learning and treasurer of the corporation. As such president of faculty 
the said Henry B. Brown shall have the exclusive authority to employ and 
discharge all teachers, to prescribe the course of study, the terms of ad- 
mission and rates of tuition, and to admit and discharge from said insti- 
tution all pupils. 

As treasurer of said corporation the said Henry B. Brown shall pro- 
vide suitable buildings for the use of said institution, receive all moneys 
due the corporation for tuition or otherwise, disburse the same in the in- 
terest of the corporation and render an account of such receipts and dis- 
bursements to the board of trustees at their meeting to be held annually 
on the first Monday in June. The corporate seal of said corporation shall 
be a device representing- an open book surrounded with the words "North- 
ern Indiana Normal School and Business Institute, Valparaiso, Ind." 
These articles of association and incorporation may be amended or 
changed at any regular meeting of the board of trustees by the unanimous 
vote of all the members of the corporation. The officers of said corpora- 
tion shall be a president, vice-president, secretary and treasurer, who 
shall respectively discharge all the duties usually required of such officers 
in similar institutions. The president, vice-president and secretary shall 
be elected by the board of trustees at the first regular meeting thereof 
and annually thereafter. A majority of the board of trustees shall con- 
stitute a quorum for the transaction of all business, except the admis- 
sion of new members, the changing or amending of these articles of as- 
sociation, or the contracting of any indebtedness, which shall only be done 
by the unanimous vote of all the members of the corporation. 

H. B. BROWN, 
J. N. SKINNER, 
JOSEPH OARDNER, 
A. FREEMAN, 
D. L. SKINNER, 
M. L. M'CLELLAND, 
A. V. BARTHOLOMEW. 
J. C. FLINT, 
G. BLOCII. 
Northern Indiana Normal School and Business Institute. Valparaiso, Ind. 



EDUCATION IN INDIANA. 573 

Under this charter the school was operated until July 16, 1902, 
when its demands outgrew the provisions of the old charter and 
a new one was granted to Valparaiso College and ISTorthern Indi- 
ana Xornial School, which reads as follows: 

Department of State.— Certificate. 
State of Indiana, Office of ttie Secretary of State, ss: 
To all whom these presents shall come, Greeting: 

Wlaereas, A statement verified by oatli, liaving been filed in ttie office 
of tlie secretary of state of tlie state of Indiana, on the 10th day of July, 
1902, for the organization of the Valparaiso College, without capital stock, 
under and in accordance with the provisions of an act entitled "An act to 
amend an act entitled 'An act for the incorporation of high schools, acad- 
emies, colleges, universities, theological and missionary boards,' approved 
February 28, 1885, approved March 9, 1807, and the various acts amend- 
atoi'y thereof and supplementary thereto." 

Now, Therefore, I, Union B. Hunt, secretary of state of the state of 
Indiana, by virtue of the powers and duties vested in me by law, do 
liereby certify that the said college is a body politic and corporate, au- 
thorized and empowered by the laws of the state of Indiana to transact 
business under the provisions of said acts. 

In Witness Whereof, I have hereunto set my hand and affixed the seal 
of the state of Indiana, at the city of Indianapolis, this 16th day of July, 
A. D. 1902. 

(Signed) Union B. Hunt, 

(Seal.) Secretary of State. 

In 1873 the faculty consisted of four members. ISTow there 
are seventy professors, besides a numlier of tutors. At the be- 
ginning of the school there was but a part of what is known 
as the old college building. This building has since been enlarged 
to more than twice its former size, and seven other buildings 
have been erected : 

The auditoriimi, 60 by 120 feet, three stories high, besides 
containing a number of recitation rooms, has the large assembly 
hall, which has a seating capacity of 2,041. 

Science hall, of the same dimensions as the auditorium. 

Commercial hall, 100 by 100 feet, three stories high. 

Law building, 60 by 90 feet, two stories high. 

Medical college (in Chicago but owned by the school), 90 
by 150 feet, four stories high, 

JSTew hospital, 90 by 150 feet, 5 stories high. 

In addition to the foregoing the school has erected a number 
of large dormitory buildings and several smaller buildings for 



574 EDUCATION IN INDIANA. 

the same purpose. The institntioii has also erected a l)iiildiiig 
known as the sup})lY buildini;'. This contains the printing 
presses, bindery, book-renting- department and general supply 
store. When the school was estal)lished there were four depart- 
ments — preparatory, teachers', connnercial, scientific. At the 
present time there are the following departments : Preparatory, 
teachers, psychology and pedagogy, kindergarten, scientific, clas- 
sic, biology, geology and mineralogy, engineering, manual train- 
ing, Spanish, elocution and oratory, pharmacy, medicine, music, 
fine arts, law, commercial, penmanship, phonography and type- 
writing, review. 

The school is now quite well equi])ped. ^ It has a library 
occupying a space of 00 by 90 feet. This contains more than 
11,000 volumes of the very best reference books, besides all of 
the most popular magazines and a number of the best daily 
papers. This is free to all students. The new science hall is 
well equipped Avith the latest and most approved apparatus. It 
has a capacity in its laboratories for I-OO students working at 
one time, and as these usually work not more than four hours 
each day, three times the number, or 1,200, can be accommo- 
dated daily. Very few schools in the west are better equipped 
for science work. 

The l>iii](ling which contains the school of commerce is pro- 
vided with a more extensive line of offices than has ever been 
attempted by any other school. The course covers not only book- 
keeping, actual business, commercial law, etc., but history of 
conmierce, commercial geography, mathematics, etc. The pur- 
pose of this de])artment is not only to prepare young people for 
bookkeepers, but also for teaching these various branches in our 
public schools. 

The phonogra])hic de])artment is sup])lied witli 50 new Rem- 
ington typcAvriters of the latest pattern, together with a uuud)er 
of Smith-Premier and Oliver machines. 

The art dc])artmeiit is (piite well equipped with models of 
various kinds, for ])aintiiig, crayon work, etc. It is also supplied 
with apparatus for china ])aiutiug, ])yrogra])hy, etc. The facil- 
ities for drawing are also very couq)lete. 



EDUCATION IN INDIANA. 57; 



Tlio music (l('])artiHciit is snp])lio(l with 45 pianos (two of 
Avhicli arc grand ])ianos) and 5 organs. 

Tli(> law de])artniont lias qnite a complete law library of its 
own in the law hnilding. 

The (lo])artin("nt of ]isycliologv and pedagogy is equipped with 
all of the apixiratns necessary for thoroughly elucidating the 
subjects. 

The niannal training department is well equipped for doing' 
all of the work required l)y cur public schools, commencing with 
the ])rimary department and continuing through the high school. 

Tlie l)oarding department, which is very extensive, receives 
the personal attention of the management of the school. It is 
equipped with all of the latest and most approved appliances 
for the economical and scientific preparation of foods. It has 
its own ovens, cold storage, ice-houses, etc. By giving constant 
care it has solved the problem of "How to provide an abundance 
of well-prepared food at the very lowest expense." 

The enrollment thirty years ago was 35 students. The enroll- 
ment of different students for the past year was 3,742, and 
this year the number of different students enrolled will exceed 
4,000. 

The school is self-supporting. ^Miile the management has, 
from time to time, in the erection of buildings and the supplying 
of equipments, drawn upon its own private resources, yet' the 
school has been managed in such a careful, business-like way, 
and the funds have been so judiciously invested as to create 
a fund which not only defrays the current expenses, but the 
expense of tlie im])rovements as well 

d. THE CKXTRAL NORMAL COLLEGE, DANVILLE. 

This college was established at Ladoga, Indiana, September, 
1S7(1, by W. F. Harper and J. W. Darst. It was removed to 
Danville in 1878. The same year Frank P. Adams succeeded 
to the presidency. He had come into the faculty the preceding 
year under most favorable circumstances, and at once became 
the most popular teacher with a great majority of the students. 
His character is difficult to analyze. His mysterious power in 
binding both old and young to him was certainly not due to 



576 EDUCATION IN INDIANA. 

his experioiieo or education. It was a thing of nature, apparent 
to all wlio met him. lie had a strong mind, unusual energy 
and an unyielding ambition to carry to success whatever he 
undertook. lie entered on his new Avork determined to succeed, 
and it was soon evident that he had infused new life into the 
institution. 

He selected the best teachers he could secure, and the attend- 
ance rapidly increased. He worked day and night, and it was 
soon evident tliat his health was failing. He could not be per- 
suaded to rest. S(f interested was he in his great work that he 
continued as long as he could. His death occurred in 1882. 
At his request his wife assumed the duties of the presidency, 
and Prof. John A. Steele was made vice-president and business 
manager. 

In 1884 Prof. Steele was compelled to leave his work and 
seek health in FUu'ida. He was disappointed in that. He 
returned in tlie spring of 1885 but died in May of that year. 
During his illness Prof. C. A. Hargrave had been intrusted 
with the bnsiiiess management. This work he continued to do 
under the title of secretary and treasurer of the college until 
1889, when he was made president. Miss A. Kate Huron, now 
Mrs. D. B. Gilbert, was vice-president. These changes were 
due to the marriage of Mrs. Adams to Mr. James A. Joseph. 
The college was her private property, and in 1890 she promoted 
Prof. Jose])h to the presidency. 

In 1900 the college was sold to a company of Danville citizens, 
incorporated under the state laAvs, and entirely reorganized. The 
new officers were : Jonathan Pigdon, president ; G. L. Spillmann, 
vice-president; ( '. A. Hargrave, secretary and treasurer. In 1902 
Prof. Spillnuinn moved to Florida and in 1903 Prof. Rigdon 
]*esigned. The new officers are : A. J. Kinnaman, Ph. D., 
president; G. W. Diiidavv, vice-president; C. A. Hargrave, sec- 
retary and treasurer. 

The college sustains the following courses and departments: 
Four general colh^ge courses, law course, two business courses, 
de])artnient of insirnmental music, department of voice, de- 
partment of art, the model school. 



EDUCATION IN INDIANA. 577 

The faculty has consisted of from 15 to 25 members since 
1880, the number at this time being 23. 

The board of trustees consists of seven members, all residing 
in Danville. They are Judge Thos. J. Gofer, G. T. Pattison, 
Kev. Townsend Cope, Ghas. L. Hollowell, O. E. Gulley, J. D. 
Hogate and C. A. Ilargrave. The first two are president and 
secretary, respectively. They are chosen annually by the stock- 
holders. 

The college has two large buildings known as Ghapel Hall 
and Kecitation Hall. They are entirely devoted to school uses, 
being in no part dormitories or boarding houses. They give 
ample accommodations for 1,000 students. The library is located 
in Ghapel Hall. The laboratories are located in Kecitation Hall. 
There also are the society rooms, the studio and the large business 
hall. A large supply of new physical and chemical apparatus 
has just been purchased. Maps, globes, skeletons, manikins, 
microscopes, a telescope, a stereopticon, and many other valuable 
aids are ])rovided. There are available nearly 1,000 microscopic 
slides. 

The sole support of the college is the tuition paid by students. 
ISTot a cent is received from church or state. 

The attendance has varied from 750 to 1,500 different students 
annually. The average term attendance for the year has been 
from 300 to 400. 

Twenty-five thousand students have attended the college, and 
at least twenty-five hundred have graduated from the various de- 
partments. It is probable that the G. N. G. has enrolled more In- 
diana teachers than any other college. At this writing (Feb. '04) 
thirteen states and territories and fifty-three Indiana counties 
are represented. 

Dr. Kinuaman is the best equipped president the college has 
ever had. He has about him a strong faculty. The desire of 
every member is to do honest work. The attendance this year 
is 20 to 25 per cent, better than one year ago. The scientific 
class is larger than ever before, and in it are twenty graduates 
of commissioned high schools. The model school is now a per- 
manent feature, under charge of Mrs. E. E. Olcott. There is 

37— Education. 



578 EDUCATION IN INDIANA. 

evidently a place for the college and it will put forth every 
effort to meet all demands upon it. 

e. TKI-STATE NORMAL CUT, LEGE. ANGOLA. 

This school was founded in 1884. It is owned by five people, 
who appoint the board of trustees. The faculty is made up 
of fifteen regular and ten irregular members. The eqnipment 
consists of three buildings with laboratories, furnishings and 
library, costing about $40,000. The support of the college is 
wholly by tuition. 

f. THE MARION NORMAL COLLEGE, MARION. 

The first movement toward the establishment of the Marion 
N'ormal College was made in the year 1890. In this year the 
ISTormal School Stock Company of Marion was incorporated and 
a brick college building erected on Thirty-eighth and Washing- 
ton streets, a location then outside the corporate limits of the 
city. The school was organized with a business department, 
normal and academic courses and a department of music. In 
1894, a new building was erected on Washington and Forty- 
second streets. This building is a modern structure of pressed 
brick and stone, ninety feet long, eighty feet wide and three 
stories in height. In the year 1897, the school passed into the 
hands of its present owner. Prof. C. W. Boucher. The school 
was then placed on a sound financial basis. It was immediately 
reorganized. The school year was divided into five terms of ten 
weeks each, making practically a continuous session of fifty weeks 
each year. 

The work of the normal school proper is divided into four 
successive courses, each requiring a year of fifty weeks each. 
These courses are : Preparatory, teachers' common school course, 
scientific course, and classic course. In connection with the nor- 
mal school proper is a practice training school, which is a part of 
the city school system of Marion, yet organized and used as 
a practice school for students in the normal school who have 
advanced far enough to take the method and practice work ad- 
vantageously. Students entering the school are not required to 
take any one of the regular courses, unless desiring to graduate 



EDUCATION IN INDIANA. 5Y9 

from the institution, but are free to choose any subjects which 
they may desire to pursue. 

There is also sustained a school of oratory and dramatic art, 
which consists of a full two years' course in both class and 
private instruction. 

The business university consists of the departments of teleg- 
raphy, stenography and typewriting, bookkeeping and commercial 
law. These departments are thoroughly equipped with all of 
the modern instruments and appliances, and are as complete as 
it is possible to organize them. 

Another department of the school is a conservatory of music, 
in which instruction in all kinds of instrumental music is given 
as well as a thorough course in voice culture. There is also 
a two years' law course, the completion of which admits the 
graduate to the bar in the state of Indiana. In 1890 another 
college building was erected, at a cost of about $25,000. In 
this are conducted the school of music and all departments of 
the business university, thus removing all noise and confusion 
from the normal school proper. 

The school is regularly incorporated under the laws of Indiana, 
and is empowered to confer- such degrees as the various courses 
may warrant. 

The school is private, its officers consisting of president, vice- 
president and secretary. 

The faculty consists of seventeen members. 

The school is equipped with two large buildings, erected espe- 
cially to accommodate the various departments of the school. 
It has a chemical and physical laboratory and a good working 
library. The business school is thoroughly equipped with the 
best telegraphic instruments, the various makes of modern type- 
writers, and a full line of offices and banks for actual business 
work in all lines of practice bookkeeping and commercial work. 
There has been added a manual training department, fully 
equipped for all lines of desk-work. This is for giving special 
instruction to teachers in the normal school, as well as for the 
general student. 

The enrollment varies from 600 to 1,000 annually, varying 
at different periods of the year. 

The institution is supported by tuition paid by the students. 



580 EDUCATION IN INDIANA. 

As the school is now organized and equipped, it meets all the 
demands of those desiring to teach in any grade of public school 
work whatever, and fits young men and women to meet the 
most exacting demands in all lines of business work. The work 
is thorough and in accord with advanced educational ideas. The 
standing with both private and state institutions is excellent, 
all grades being accepted at their full value. The school is 
prosperous in all of the various departments, and grows steadily 
in numbers and influence. It occupies a commanding site on 
Washington street, the main thoroughfare of the city, while the 
electric cars run to the doors every twenty minutes. It has 
all the city conveniences and free mail delivery twice each day. 
The school is progressive and the surroundings such as to make 
it desirable in every particular. 

» 
g. ROCHESTER NORMAL UNIVERSITY, ROCHESTER. 

The school was founded in 1895. The charter provides for 
conferring ordinary college degrees. 

The aim of the projectors of the school was to offer courses 
of study that would meet the needs of district and high school 
teachers; that would furnish academic work exactly adapted to 
the wants of those who wished to prepare for college or university ; 
also to furnish advanced coiirses in science, history, literature, 
language, mathematics, forensics, civics, and oratory, that should 
entitle students to college degrees. Accordingly, the school was 
chartered under the laws of Indiana, and is competent to confer 
degrees upon those who are entitled to receive them. 

A department of music was established, and appropriate work 
in voice culture and piano, organ, band, and stringed music has 
been offered. Commercial, shorthand and typewriting courses 
were likewise added. 

This aim has been well met, and friends of the R. IST. U. 
do not hesitate to place its work in the highest rank of excel- 
lence. The president, W. TI. Banta, says: "It is our policy 
to do all our work so thoroughly well that the school shall be 
known for the good scholarship of its students, and the superior 
qualifications of its teachers." 



EDUCATION IN INDIANA. 581 

The board of trustees were first selected by a committee of 
citizens, but are now chosen annually by vote of board under 
the charter. 

The faculty consists of eleven instructors. 

The present equipment is that of a modern academy — good 
scientific laboratory and good library, and fairly good general 
equipment. 

Present enrollment, 350. 

The institution is supported entirely by tuition from the stu- 
dents. No endowment. 

h. GOSHEN COLLEGE, GOSHEN. 

The Elkhart institute was founded at Elkhart, Indiana, in 
1894, and was continued at that place as a bible and preparatory 
school until 1903, when it was moved to Goshen, enlarged into 
a junior college, and named Goshen college. 

The college is owned and controlled by a stock company com- 
posed of Mennonite stockholders who elect from their own num- 
ber a board of directors of 25 members. This board elects its 
own officers and a local executive board, which has full charge 
of affairs betAveen the annual meetings of the directors. 

The faculty now numbers 16, of which eight devote all their 
time to the work in the college. 

The college has a campus of ten acres and two buildings. 
The main building is used for the college work and the other 
building for a general dining hall and a ladies' dormitory. 

In the main building are an assembly hall, seating YOO, library 
and reading room, three laboratories, gymnasium and bath room, 
14 recitation and lecture rooms, and offices. 

The enrollment for this year is 135. 

The institution is supported by tuition, income from endow- 
ment and donations. It has now, in real estate, equipment and 
endowment, property amounting to $75,000. 

The college has the following departments : Junior college, 
academy, normal, bible, commercial, elocution, music, and art. 



582 EDUCATION IN INDIANA. 

i. THE INDIANA KINDERGARTEN AND PRIMARY NORMAL 
TRAINING SCHOOL. INDIANAPOLIS. 

When tile Indianapolis free kindergartens were inaugurated 
in 1882, their maintenance was undertaken by a private associ- 
ation known as the Children's Aid Society, a branch of the 
Social Science Club. Mrs. Eliza A. Blaker, as superintendent, 
directed the first kindergarten and supervised the two others 
opened during the first year. She instituted a private normal 
school to provide competent assistants for the free kindergarten 
work. In 1884 the free kindergarten organization was incor- 
porated as the Indianapolis Free Kindergarten and Children's 
Aid Society. A year later the normal training school was 
adopted as an integral part of the system and has since main- 
tained its vital relations with the free kindergartens. 

The trustees of the normal school are those of the free kinder- 
gartens- — the officers, the twelve members of the executive board 
and the advisory board of ten members. Mrs. E. A. Blaker, 
superintendent of free kindergartens and domestic training 
schools, has always been principal of the normal school. The 
foregoing officers and trustees are elected at the annual meeting 
of the Free Kindergarten and Children's Aid Society, whose 
members are qualified by the payment of an annual fee. 

The normal school was for twenty-one years without perma- 
nent or adequate accommodations for its work — occupying at 
various times free kindergarten buildings, church and office 
rooms and dwelling-houses, until it outgrew them all. Keeping 
pace with the kindergartens, its work has grown uniformly and 
healthfully to its present proportions. From a one year's course, 
enrolling eight pupils in 1882, it has increased its dimensions 
to a three years' course, Avith a present enrollment of one hun- 
dred and eighteen students. In 1903, through the zeal of Mrs. 
IT. S. Tucker, treasurer of the society, and others, the present 
edifice was erected. Its cost of forty thousand dollars was raised 
entirely by private subscriptions. The new structure, known 
as the William N, Jackson Memorial Institute, is hygienically 
located near the northern outskirts of the city and is substan- 
tially built of brick and stone. It is perfectly adapted to the 
purposes of its existence, with comfortable offices, library, large 



EDUCATION IN INDIANA. 583 

assembly hall, gymnasium, adequate class-rooms and a full equip- 
ment for domestic training, which is an essential feature of 
the normal course. 

The school has a regular faculty of fourteen members, besides 
the special teachers and lecturers in physical culture, vocal music, 
cooking and culture subjects. ISTine of these members are asso- 
ciated with the morning kindergartens as supervisors and direc- 
tors. All are departmental teachers of the normal school. The 
course of study was for the first few years a one-year's course 
to which a post-graduate class in primary work was added in 
1886. A third-year class was organized in 1890 for students 
specially adapted for normal work. In 1898 the certificate at 
the close of the first year was abolished, and all students were 
required to complete two years' work before graduation. The 
third year is still optional, but gives evidence of increasing pop- 
ularity, as the necessity for thorough preparation for kindergar- 
tening is recognized. * 

Until the year 1902-1908 the work of normal school and kin- 
dergarten was entirely supported by private donations, supple- 
mented by the fees of the students and voluntary offerings of 
the parents. Through the efforts of the executive and advisory 
boards of the Indianapolis Free Kindergarten Society, the leg- 
islature of 1901 passed a bill providing for a special tax levy 
for kindergarten purposes, of one cent on every hundred dollars, 
in all cities of six thousand or more inhabitants. By special 
dispensation and in recognition of its efficient service and eco- 
nomical administration, the money so raised in Indianapolis is 
given to the Free Kindergarten Society. This has enabled the 
society to continue and enlarge its work and has given it courage 
to undertake the execution and maintenance of the present nor- 
mal school building. Although the funds for the normal school 
are still raised by private means, its connection with the free 
kindergartens enables the institution to do its work economically 
without in any way crippling its effectiveness. 



584 EDUCATION IN INDIANA. 

D, SPECIAL STATE INSTITUTIONS. 

1. STATEMENT. 

In a government where the education and training of the youth 
toward intelligent and capable citizenship is a necessity, the work 
is best done by the state. Hence, we have our system of free public 
schools. In the operation of these, numbers are found who from 
defects are incapable of receiving education by the usual methods, 
and the state is obliged to organize and maintain special schools 
where the needs of such may be met — not as charities, but as 
parts of the great scheme of public education. Such are the state 
schools for the education of the deaf, the blind, and other de- 
fectives. These schools are educating both the head and the 
hand of both sexes — the best possible training for citizenship. 
Among the graduates are ministers, teachers, writers, artists, 
scientists, skilled laborers in many branches of industry- — -self- 
supporting, honorable citizens. 

a. THE INDIANA STATE SCHOOL FOR THE DEAF. 
BY RICHARD OTTO JOHNSON, SUPERINTENDENT. 

The Indiana Institution for the Education of the Deaf was 
founded as a private school in 1843, incorporated as a state 
school in 1844, and was the seventh state school for the deaf 
established in the United States, those preceding being in Con- 
necticut, 181Y; IvTew York, 1818; Pennsylvania, 1820; Ken- 
tucky, 1823; Ohio, 1829; Virginia, 1839. Although established 
and referred to as an "asylum for deaf and dumb," following the 
nomenclature of the day and without adequate conception upon 
the part of the founders of its educational scope and future de- 
velopment, it is in no sense an asylum for the deaf nor a place of 
refuge for those who can not talk — neither is it a prison, a reform 
school, an almshouse, a children's home, nor a hospital. It is 
strictly an educational institution — a school in its widest and best 
sense, and a part of the common school system of the state, where- 
in all children of the state too deaf to be properly educated in the 
public schools receive an education as a matter of right, not as a 
matter of charity. It was the second educational institution 



EDUCATION IN INDIANA. 585 

established in Indiana, the first being the Indiana State Uni- 
versity in 1828, and preceded the institution for the blind three 
years and the hospital for the insane, four years. 

In Indiana in 1830 there were 114 deafmutes, in 1840 the 
number had increased to 312, and yet no provision had been made 
for their education as had been done in six of the other states. In 
1841, however, one James McLean, a deaf mute and a reputed 
graduate of the E'ew York school, appeared in Parke county and 
opened a small school for deafmutes with five or six in attendance. 
This, the first school for the deaf in Indiana lasted only a few 
months, but long enough to greatly interest William C. Bales, 
sheriff of Vermillion county, whose deaf son was receiving an 
education in the school for the deaf in the adjoining state of Ohio. 
Just at this most opportune time Mr. Bales was elected a member 
of the general assembly and through his efforts, on February 11, 
1843, the folloAving preamble and resolution was passed by the 
assembly, a first and formal acknowledgment of the obligation of 
the state to provide means for the education of the deaf : 

Whereas, It has been represented to this general assembly that James 
McLean is a deafmute school teacher, and as such has been teaching deaf 
and dumb orphans and indigent children of Indiana for fifteen months 
past without any adequate compensation; and, whereas, it has been fur- 
ther represented to us that the said McLean is poor, and believing as we 
do that due encouragement should be given to such laudable efforts to 
ameliorate the condition as far as possible of this unfortunate portion of 
our people, and that efforts of that kind on the part of a deaf and dumb 
citizen of Indiana should not be received as a gratuity by the state; be it 

Resolved, By the general assembly of Indiana, that the treasurer of 
state be, and is hereby authorized to pay to said McLean the sum of $200 
out of any money in the treasury not otherwise appropriated, as compensa- 
tion for services rendered as aforesaid. 

One year later, on February 4, 1843, Mr. Bales, still a member 
of the general assembly, introduced a bill providing for a tax of 
two mills upon each one hundred dollars worth of ])ro]ierty for 
the purpose of "supporting a deaf and dumb asylum." This bill 
was passed by the assembly, became a law, and stands as the first 
direct tax levy ever made anywhere for a school for the deaf. 

A short time after this William Willard, a deafmute, a grad- 
uate of the Connecticut school and later a teacher in the Ohio 
school, came to Indianapolis for the purpose of establishing a 



586 EDUCATION IN INDIANA. 

private school for the deaf. Consultation with leading citizens 
followed and a meeting was called on May 30, the friends of deaf- 
mnte education coming from various parts of the state. The 
sense of this meeting was indicated by resolutions : 

Resolved, That the successful example of Ohio and other sister states, 
ill providing for the instruction of the deaf and dumb within their bounds 
is in the highest degree creditable and worthy of our prompt imitation, 
and that, as citizens of Indiana, we are gratified with the interest taken 
in it by the last general assembly in the enactments contemplating pro- 
vision for an asylum for deafinutes in this state, of which there are, 
according to the last census, three hudred and twelve. 

Resolved, That the testimonials submitted by William Willard from 
His Excellency, Governor Shannon; H. N. Hubbell, Esq., superintendent 
of the Ohio deaf and dumb asylum; Rev. Dr. Hoge and other distin- 
guished gentlemen of Ohio, showing that William Willard has been for 
many years an iiistructor of deafmutes in that state, and has justly gained 
for himself a high reputtltion as a teacher — that he is a gentleman of good 
moral character, of the first respectability and every way worthy of the 
most favorable consideration in reference to the instruction of deafmutes, 
are highly satisfactory; and we are gi-atified with the visit of a gentleman, 
himself deaf and dumb, so highly recommended by those who have been 
connected with an institution of such distinguished repute as the one at 
Columbus, Ohio. 

Resolved, That we approve of Mr. Willard's proposed visit to different 
parts of the state for the purpose of communicating with deafmutes and 
their friends in relation to their instruction in this state; and that we 
recommend that he should, after such a visit, commence a school for 
deafmutes on a small scale at Indianapolis, preparatory to such further 
action of the legislature and otlier encouragement as may be given for the 
establishment of an asylum; and that in such visit we cordially recom- 
mend Mr. Willard to the kind attention and hospitality of the citizens of 
Indiana. 

On Octohor 1, ^fr. Willard opened his school on the north side 
of Washington street, midway between Illinois street and Capitol 
avenue, with twelve scholars in attendance who, while paying for 
boarding, pnid nothing for instrnction. 

Gardener ))i'iglit from Eden's bower. 
Tend with care that lily flower; 
To its leaves and roots infuse 
Heaven's sunshine, heaven's dews. 
'Tis a type, and 'tis a pledge. 
Of a crowning privilege. 

The general asseinbly convening in the following December, its 
members reflecting the awakened interest of the people, still 



EDUCATION IN INDIANA. 587 

further enhanced by the glorious work already commenced, felt 
itself in duty bound to take charge of, and defray the expenses on 
behalf of the state of the private school now under way. An in- 
corporating board of nine trustees was appointed January 15, 
1844, and at once organized the "Indiana Asylum for Deaf and 
Dumb." This board of trustees was composed of some of the 
most prominent citizens of the state, being Governor James Whit- 
comb, Royal Mayhew, Esq., treasurer of state, Hon. John H. 
Thompson, Rev. Henry Ward Bcecher, Rev. Phineas D. Gurley, 
Rev. Love Jameson, Livingston Dunlop, M. D., Hon James Mor- 
rison and Bishop President Matthew Simpson of Asbury college. 
Mr. Willard, who had performed such mighty work, was natu- 
rally and justly made the chief officer with the title of principal, 
and under the new arrangement the first session was commenced 
October 1, 1844, in rented quarters, at the southeast corner of 
Illinois and Maryland streets, "a large and commodious building 
with pleasure grounds of sufficient extent to afford the pupils 
ample opportunity for exercise and recreation," the same having 
been obtained at a rental of $300 per annum. The number of 
pupils starting in was sixteen, coming from the following coun- 
ties : Bartholomew, 2 ; Henry, 1 ; Carroll, 1 ; Marion, 2 ; Clark, 
2 ; Monroe, 1 ; Dearborn, 1 ; Randolph, 1 ; Fayette, 1 ; Tippe- 
canoe, 3 ; Vermillion, 1. 

The school remained in its first quarters until the close of the 
school year in 1846, when the number of pupils pressing for ad- 
mission became so great, steps were taken to procure larger and 
more commodious quarters. On October 1, 1846, the school was 
opened in a large three-story building of imposing appearance 
upon the south side of Washington street, midway between Penn- 
sylvania and Delaware streets, and for which a rental of $500 
per year was paid. At the time of incorporation a permanent 
location had not been agreed upon, and a warm contest now 
sprang up between various parts of the state as to which should 
have the location, the rivalry principally being between Blooming- 
ton and Indianapolis. The superintendent at the time, Mr. James 
Brown, entered into quite an extensive correspondence with the 
heads of other similar institutions in the United States, concern- 
ing the location, and laid the same before the committee on edu- 



588 EDUCATION IN INDIANA. 

cation of the general assembly, to which the question had been 
referred. They finally decided not to accept the liberal offer of 
Bloomington, pledging a bonus in land and cash amounting to 
nearly $4,000, and one per cent, on each one hundred dollars' 
worth of property within the county, but thereupon located the 
institution at Indianapolis because of its being the capital, a rail- 
road center accessible from all parts of the state, and for other 
good and sufficient reasons. 

At this same session of the general assembly steps were taken 
for the purchase of a site and the board of trustees, after diligent 
and careful search, selected the present location in the eastern 
central part of the city, eighty-four acres being purchased at first, 
and subsequently thirty-six additional, the whole costing $6,000. 
This land — then one-half mile beyond the city limits, now three 
and one-half miles within the city limits — is now all held by the 
institution except thirty acres, part of which was given over to 
the use of the Indiana Female Reformatory and part made use 
of by the city in extending old streets and opening new ones. 
The balance of the land now held, ninety acres, is valued at 
$240,000. 

After securing the ground, the trustees turned their attention to 
building, and secured an increase of the rate of taxation. Money 
sufficient was obtained and buildings with a capacity of 160 to 
175 were at once erected, and were ready for occupancy October 
2, 1850. During the school year previous the number of pupils 
in attendance was 125, but during the first year in the new build- 
ing the number increased to 141. 

Thus fairly started, the school thrived and grew. Divine 
Providence seemed to smile upon it and its yearly course was con- 
stantly in advance. The deaf seeking admission grew in numbers 
as the state's population increased, and repairs, alterations and 
new buildings were added from time to time until now, in the 
spring of 1904, the enrollment of pupils is 334, with twenty- 
eight teachers in the literary department and six in the industrial 
department; with forty-seven officers and employes; with build- 
ings valued at $267,000; and with well equipped school-rooms, 
shops for industrial training, museum, library, and art room. 



EDUCATION IN INDIANA. 589 

The total number of pupils matriculating since October 1, 1844, 
to the present time is 2,381— boys 1,366, girls 1,015. 

No honors of war to our worthies belong; 
Their plain stem of life never flowered into song; 
But the fountains they opened still gush by the way. 
And the world for their healing is better today. 

When the school was first opened, it was maintained upon the 
proceeds of a tax of two mills upon each one hundred dollars' 
worth of property, which was voted by the general assembly, and 
which was increased from time to time until, in 1852, it yielded 
an income of nearly $40,000 per year. ^Vlien the state constitu- 
tion was adopted in 1851, the tax was discontinued, and the sup- 
port of the institution was made a direct charge upon the state 
treasury, where it remains today. Article IX, section 1, of the 
constitution reads as follows : "It shall be the duty of the general 
assembly to provide, by law, for the support of the Institution for 
the Education of the Deaf and Dmnb, and of the Blind; and also 
for the treatment of the insane." 

The amount appropriated by the general assembly for main- 
tenance and repairs has varied from time to time, but now 
amounts to $75,150 annually. In the beginning, pupils were 
charged for board and tuition, except they filed a certificate set- 
ting^out the fact of their poverty. This was degrading and 
shameful and was so considered, and in a very short time, the 
law was changed and everything made free to all those too deaf 
to be educated in the common schools. And in this liberality 
Indiana has the proud distinction of having been the first state in 
the Union to throw open her educational doors to the deaf, abso- 
lutely without cost to them. And so it is today; everything is 
free, the state making no charge, only requiring that pupils shall 
pay their transportation to and fro, and furnish their own cloth- 
ing, and even where this can not be done, the state provides and 
charges it to the county whence the pupil comes. 

The institution is open to all the deaf of the state free of 
charge, provided they are of suitable age and capacity, and are 
too deaf to be educated in the common schools. 

Pupils are considered of proper school age between the years 
of eight and twenty-one, but the admission of pupils between the 



590 EDUCATION IN INDIANA. 

years of seventeen and twenty-one depends upon circumstances. 
jSTo child who is idiotic or feeble-minded or who is afflicted with 
sore eyes, or with a contagious or offensive disease, or who is an 
invalid so confirmed as to prevent study, or who is in a badly 
crippled condition and unable to go up and down flights of steps, 
or who is unable to care for self in a general way, is received as a 
pupil. 

The regular course of study is so arranged as to cover ten 
years, and is divided into primary, intermediate and academic 
courses. The primary and intermediate courses embrace spelling, 
reading, writing, drawing, arithmetic, geography, history and 
grammar. The two courses are divided into seven grades, five 
primary and two intermediate, and the time required to complete 
them is seven years. The academic course comprises a three 
years' course of advanced primary and intermediate work, and of 
other studies. In addition to the above, a kindergarten depart- 
ment, with two years' instruction, is provided for the younger and 
selected pupils. The regular kindergarten work for hearing- 
speaking children is adapted to the needs of the deaf, the second 
year merging into primary work. The number of years a pupil 
may remain in school is regulated by a time schedule, and de- 
pends upon the mental ability, progress and conduct of the pupil 
himself. He may remain certainly five years, subject to condi- 
tions, and as much longer, up to thirteen years, as his conduct 
and promotions from year to year may warrant. 

It is the intention to render the pupils self-supporting in 
greater or less degree after leaving, by requiring them to become 
proficient in some useful trade or occupation, or in the underlying 
principles of several trades, while in attendance at the institution. 
In accordance with this design, all pupils are required to labor a 
portion of each day, the girls performing the lighter kinds of 
housework, cooking, the various kinds of needlework, and dress- 
making and millinery in all of their branches ; the boys at various 
trades — typesetting, presswork, carpentry, cabinetmaking, wood- 
turning, painting, glazing, cutting, fitting, making and the repair 
of shoes ; harnessmaking, tinwork, baking, cooking, floriculture, 
harboring and farming. Pupils are assigned to one or more of 
these occupations, or others, as the superintendent may deem them 



EDUCATION IN INDIANA. 591 

most fitted for. Drawing, freehand and mechanical, is taught to 
all pupils during the first five years, and in the four higher grades 
all girls and selected boys are taught sketching, designing, model- 
ing, woodcarving and painting in oil, water-colors and pastel. 

The general system of instruction used is known as the Ameri- 
can (combined) system, under which all known methods and their 
variations may be used for the attainment of an object common 
to all. Speech and speech-reading are regarded as very impor- 
tant, but mental development, and the acquisition of language 
and general knowledge, are regarded as still more important. It 
is believed that with a great many of the new pupils now entering, 
the necessary mental development and acquisition of language and 
general knowledge may be as well attained by the oral method, 
which results in speech and speech-reading, as by the manual 
method, which precludes this much-to-be-desired result. So far 
as circumstances permit, such method (or methods) is chosen for 
each pupil as seems best adapted to his needs and capacity after 
thorough trial. In short, the rule is, any method for good results 
— all methods, and wedded to none. 

Mr. Willard served as principal two years, being succeeded in 
1846 by James S. Brown with the title of superintendent, Mr. 
Willard continuing his connection with the school, however, as an 
instructor for twenty years. Tn 1852, Mr. Brown resigning, the 
Rev. Thomas Maclntire was appointed superintendent and con- 
tinued as such for twenty-seven years. Following him, came 
William Glenn and Eli P. Baker, each serving five years as 
superintendent, the latter resigning in -Tuly, 1889, at which time 
the present incumbent of the office, Richard Otto Johnson, was 
appointed after a period of service of nearly six years as secretary 
of the institution. At the present time, Mr. Johnson is chairman 
of the executive committee of the American Conference of Super- 
intendents and Principals of Schools for the Deaf, the only mem- 
Ixn- from the west or south upon the board of directors of the 
American Speech Association, and a member of various other 
national professional committees. He is the first superintendent 
of the institution of Indiana birth. 

The management of the institution is vested in a board of 
trustees consisting of three members appointed by the governor 



592 EDUCATION IN INDIANA. 

for a term of three years, so arranged that the term of one member 
expires each year. This board elects a superintendent for a term 
of four years, who by law is authorized and directed to select and 
appoint all subordinates — officers, teachers, attendants, and em- 
ployes. The institution is thoroughly nonpartisan in its govern- 
ment and merit alone controls its management in every depart- 
ment. At the present time, the trustees are Samuel A. Bonner of 
Greensburg, president; William W. Ross of Evansville, treasurer; 
and William P. Herron of Crawfordsville, secretary. In this 
connection, it may be stated that during the sixty years' life of 
the institution, there have been but one principal and five super- 
intendents and fifty trustees ; and that of the entire number but 
twelve are living. 

Long live the good school! giving out year by year 
Recruits to true manhood and womanhood dear: 
Brave boys, modest maidens, in beauty sent forth, 
The living epistles and proof of its worth! 

In and out let the young life as steadily flow 
As in broad Narragansett the tides come and go; 
And its sons and its daughters in prairie and town 
Remember its honor and guard its renown. 

h. INDIANA SCHOOL FOR THE BLIND. 

Early in the year 1844, James M. Ray, of Indianapolis, while 
on a visit to Louisville, Ky., was invited to attend exercises at the 
institution for the blind at that place. ^Vhat he saw and heard 
convinced him that equal facilities should be offered the blind 
children of his own state. Upon his invitation, the superintend- 
ent and a number of the pu]~)ils of the Xentucky institution came 
to Indianapolis and gave an exhibition before the succeeding 
session of the legislature. Soon after an act was passed levying 
a tax of two (2) mills on each $100 of the taxable property for 
the ]uirpose of sending the blind of this state to the schools for 
the blind in Ohio and Kentucky until a school omild bo estab- 
lished in this state for their education. A little later James M. 
Ray, Geo. W. Mears, the auditor of state and the state treasurer 
were constituted a board to superintend the use of the funds 
raised from this tax. This board advertised in numerous papers 
for pupils. It sent circulars to all the known persons eligible, 



EDUCATION IN INDIANA. 593 

and employed William H. Churchman to search for blind pupils 
of the proper age. By these means a number of blind children 
were found and sent to Ohio and Kentucky to receive their edu- 
cation. 

In 1846 the general assembly passed an act appropriating 
$5,000 to found a state school. The tax was also raised to 1 cent 
on each $100 for its support. Calvin Fletcher, Geo. W. Mears 
- and James M. Ray were named a board of trustees. 

By an act (December 5, 1848,) this school was to be free to all 
proper persons. The trustees by this act were to be absolute 
judges of those who were "proper" persons to be admitted. Soon 
the board purchased, for $5,000, the eight-acre tract on which 
the present institution now stands. October 1, 1847, the state 
pupils having been recalled from Ohio and Kentucky, the Indi- 
ana institution was opened in a rented building. Nine pupils 
were present at the opening. The enrollment at the close of the 
first year was twenty-five. 

During the summer of 1848, a three-story brick building (the 
present shop for boys) was erected, at a cost of $5,000, on the 
grounds previously purchased, and in the fall the school was 
opened in this building. The building now known as the old 
building was commenced in 1850 and completed and occupied by 
the school in 1853. The building complete cost a little over 
$112,000. 

On the recommendation of the governor, the general assembly 
changed the plans of supporting state institutions from a special 
tax to direct appropriations, and also reorganized the boards on 
account of mismanagement, and made the new one for the Blind 
Institute consist of six members. By an act of the legislature in 
1859, the board was again reorganized and made to consist of 
two members and a president, common to the board of the blind 
and deaf schools and the insane hospital. 

The industrial department, which was organized early in the 
history of the blind school, was operated on the contract system 
until 1895, when it was made a part of the institution work and 
supported and controlled as other departments. 

In 1889 an appropriation of $45,000 was made for an addi- 
tion to the building constructed in 1850. Since that time no 

38— Eddcation. 



594 EDUCATION IN INDIANA, 

special appropriations have been made except for the greenhouse, 
which is now in nse. 

The buildings now on the ground are six in number and in fair 
condition. The main building is well constructed and externally 
presents an imposing and pleasing appearance, but is internally 
unfitted for the purpose for which it is used. 

The literary department is well equipped with books, maps, 
globes, typewriters and smaller supplies. 

The music department is supplied with good pianos, a new 
pipe organ, horns, violins, mandolins, music printing machines, 
etc. 

The industrial department has a complete line of modern ma- 
chines for broom making, and instruments for piano tuning and 
chair caning. 

There are fourteen members of the faculty, and four trustees. 
George S. Wilson is the present superintendent. 

c. INDIANA SCHOOL FOR FEEBLE-MINDED YOUTH. 

The school for feeble-minded youth began in 1870 as an adjunct 
to the Indiana Soldiers' and Sailors' Orphans' Home, located at 
Knightstown, Indiana, its first name being "The Asylum for 
Feeble-Minded Children." 

In the year 1870 the legislature, by an act, provided for the 
state care of feeble-minded children, requiring that arrangements 
be completed for the admission of this class of defectives not later 
than ISTovember 1st of that year. It continued as a department of 
the S. & S. O. Plome until 1887, when the legislature gave the 
institrtion an independent existence, changed its name to "Indi- 
ana School for Feeble-Minded Youth," aj^propriated $10,000 
for the purchase of land "at or near the city of Fort Wayne" and 
appropriated $40,000 for buildings thereon, authorized the trus- 
tees to rent tempornry y)remises and to take immediate charge of 
the fecble-mindo<l cliildren then at the asylum. According to the 
records only 50 such cliildren were enrolled at the close of the 
fiscal year 1880. 

By the legislative act of 1887, llie ]»nr]V)se of the institntion 
was clearly defined, ])rovisions being made for the care, support 
and training of feeble-minded children, \\\q term feeble-minded to 



EDUCATION IN INDIANA. 596 

include idiotic, epileptic and paralytic children. It also pro- 
vided for the separation of the different grades, one department 
to be known as industrial, the other custodial; the industrial de- 
partment to bo for feeble-minded children who were capable of 
taking on the rudiments of a common school education; the cus- 
todial department to be an asylum for low grade feeble-minded, 
idiotic and epileptic children. The age limit was fixed at from 
six to eighteen years. 

By a recent act of the legislature no child can be received into 
the industrial department of tlie institution who is over sixteen 
years of age at the time application is made, provisions, however, 
have been made for the admission of women of child-bearing age, 
between the ages of sixteen and forty-five years. 

The law requires parents or guardians of all children under 
sixteen years of age to pay $150 per annum for their support, 
provided they are financially able to do so, if unable to pay 
this amount, then the county commissioners of the county from 
whence the pupil comes decides how much, if anything at all, 
shall be paid. If the parent or guardian is unable to contribute 
towards the pupil's support, such pupil is received as a state 
charge, entitled to all the privileges and benefits of the institution. 

The executive management of the institution is vested in the 
superintendent, who must be an expert in the care and training 
of feeble-minded children. He employs all other officers and 
employes and is responsible to the board of trustees for his acts. 

The general charge and management of the institution is en- 
trusted to a board of trustees, consisting of three members ap- 
pointed for a term of four years by the governor, and may be 
removed for cause, one member of the board to be a woman. 

The educational department is under the direction of a prin- 
cipal, who is assisted by eleven special instructors, trained in the 
education of feeble-minded children. Range of studies include 
those of the common school to the fourth grade, inclusive. 

Other employes necessary to carry on the work of the institu- 
tion, including attendants, domestics, mechanics and laborers, 
number 125. 

The present valuation of grounds, buildings and all other 
equipment is, $550,000. 



596 EDUCATION IN INDIANA. 

The enrollment on November 1, 1903, was: Boys, 512; girls, 
445 ; adult females, 91. Total, 1,048. 

Of tliis number 269 are epileptics. 

The institution is supported by the state, fixed amounts being 
allowed by the legislature for maintenance and other specific 
purposes. Maintenance appropriation for the biennial period 
ending October 31, 1904, being $100,000 per annum, based upon 
an average attendance of 800 inmates, with an additional allow- 
ance of $110 per annum for each person over that number. 

d. INDIANA SOLDIERS' AND SAILORS' ORPHANS' HOME. 

The site of this institution was known for many years before the 
civil war as the "Knightstown Springs." It was visited as a 
health resort on accoimt of the many mineral springs supposed, at 
least, to possess healing properties. The fame the location then 
boasted only served to attract public attention until such time as 
its healthful location and its springs of pure water would be 
needed for a greater purpose. 

As early as the summer of 1865, a committee was appointed by 
some of the leading citizens of Indianapolis, to make choice of a 
site for a soldier's home. After careful canvass of the state, the 
"Knightstown Springs" received first choice, and the old hotel, 
with a tract of 54 acres of land, was purchased by private dona- 
tions. The place was inunediately fitted up for the purpose. The 
directors soon found that they could not rely upon voluntary con- 
tributions to meet necessary expenses and the property passed into 
the hands of the state and was placed in the care of ofiicers ap- 
pointed by the legislature. In March, 1867, the Home for Dis- 
abled Soldiers, became an institution for the maintenance not 
only of disabled soldiers and seamen, but also of their widows 
and orphans. 

There were advocates of a separate home for orphans, but it 
was feared that it might prove too great an undertaking at that 
time. 

Nevertheless, Mr. George Merritt, of Indianapolis, an advocate 
of a separate home for the orphans, provided a small building 
near the present site of Lincoln hall, and across the road from the 
Soldiers' Home, in which ten soldiers' orphan children were 



EDUCATION IN INDIANA. 59Y 

placed under the care of Susan Fussell, a lady well qualified for 
the task. She began her work here in April, 1866. Here Miss 
Fussell lived for ten years, with her charge of ten orphans, inde- 
pendent of the state home, except that they attended the school 
established by the state for such children as occupied the Soldiers' 
Ilonie. ]\riss Fussell, with lier little family of ten orphan chil- 
dren, is the beginning, of the Soldiers' and Sailors' Orphans' 
Home of the present. 

In a short time, the number of admissions to the Soldiers' 
Home was so great that more room was required, and five acres 
of ground east of the road, and directly opposite the Soldiers' 
Home, were purchased and a new and commodious building 
erected thereon. To this building the old soldiers were trans- 
ferred and the children were left in the ''hotel home." 

In 1870, however, the children so far outnumbered the soldiers 
that they exchanged quarters, the children taking the new home, 
and the soldiers returned to the hotel. Early on Christmas morn- 
ing, 1871, the hotel home was burned, and soon thereafter the 
soldiers were removed to the National Military Home, at Dayton, 
Ohio. This left the orphans in full possession, until, in 1879, an 
asylum for feeble-minded children was attached to the institution. 
This arrangement continued until the legislature of 1887, sep- 
arated them, sending the feeble-minded children, May 17, to 
Fort Wayne, leaving the orphans sole possessors of the ground 
again, which arrangement has continued ever since. 

The home has been twice burned. First on the 8th of Septem- 
ber, 1877, and again on July 26, 1880. There was no loss of life 
on either occasion, and with commendable promptness the trustees 
rebuilt. The foundation of the present administration building 
was laid on N'ovember 17, 1886. A new and commodious school 
building was completed in January, and on the 6th day of Feb- 
ruary, 1888, was occupied by the children. 

From this date, the educational development of the children 
placed in this home, began to be reckoned the chief purpose of 
their stay here. A course of study was arranged, corresponding 
with the public schools of the state at large ; the departments well 
equipped with necessary facilities, and the greatest care taken in 
the selection of teachers. Under the law, all children over 13 



698 EDUCATION IN INDIANA. 

years of age, attend school half of the day and work at some in- 
dustrial trade the other half. 

The course of study embraces all grades beginning with the 
kindergarten up to and including the ninth grade of the public 
school course. 

The board of trustees of the homes is composed of two men, 
one from each of the leading political parties, and one woman. 
They are appointed by the governor, for the term of four years. 

The number of children in the home October 31, 1903, is as 
follows: Boys, 342; girls, 231. Total, 573. 

The institution is supported by appropriations made by the 
legislature. 

e. INDIANA BOYS' SCHOOL. 

The Indiana Reform School for Boys was established by an act 
of the forty-fifth regular session of the general assembly, which 
convened January 10, 1867. 

Governor Conrad Baker appointed as the first commissioners, 
Chas. F. Coffin, Richmond, Ind., Alexander C. Downey, Rising 
Sun, Ind., and Joseph Orr, Fort Wayne, Ind. 

The general assembly empowered Governor Baker to select a 
site for the said institution. Exercising this right, he purchased 
the present site from Robert Downard and John Lawrence of 
Plainfield, for the sum of twelve thousand dollars ($12,000). 

The farm at that time consisted of 225 acres beautifully situ- 
ated on a bluff of White Lick creek, nearly a mile southwest of the 
village of Plainfield, Hendricks county. The institution is of 
easy access by way of the ISTational gravel road, Vandalia rail- 
road and the Indianapolis & Plainfield Traction railroad. 

Frank B. Ainsworth was chosen first superintendent, his term 
dating from August 28, 1867, to April 1, 1876. He was suc- 
ceeded bv James O'Brien, who served until April 1, 1880, when 
Thomas J. Charlton was appointed. Mr. Charlton served twenty- 
one years and was succeeded by the present superintendent, 
Eugene E. York, April 1, 1901. 

The school has made steady growth from its inception. Owing 
to this gradual growth, the general assembly of 1895, by petition 
from the board and superintendent, passed an act authorizing the 
board of control to purchase additional land. Complying with 



EDUCATION IN INDIANA. 599 

said act, they purchased 195 acres adjoining tlic original tract on 
the sontliwest, of E. C Crawford, for nine thousand six hundred 
dollars ($9,600). 

The board, noting a continued growth of the institution, made a 
similar request of the general assembly of 1003 for an appropria- 
tion to ])iircliase additional land for gardening purposes. The 
legislature appropriated $6,073.75, w^ith which 47J acres of land 
in the Big White Lick river bottom, adjoining the farm on the 
southeast, was purchased, making the institution farm consist of 
467f acres, of which 303 acres are under direct cultivation. 

The school was opened for admission January 1, 1868, since 
which time 5,616 boys have been admitted to its charge. Of this 
number 5,040 have been paroled, many filling useful and honor- 
able positions in society all over the country. 

In 1883 the law governing the school was radically and care- 
fully revised so as to embody the result of experience in such 
^vork. At this time the ITouse of Refuge was changed to the Indi- 
ana Reform School for Boys. 

The general assembly at its last session passed senate bill IS^o. 
56, changing the name of the institution from Indiana Reform 
School for Boys to the Indiana Boys' School, so that any possible 
hindrance to a boy's advancement that would perhaps be found in 
a name and his having at one time been an inmate of the Reform 
School, has been removed, but the work under the new name with 
and for and in behalf of the boys is the same as before. Its pur- 
poses being by strict discipline and mental and moral training to 
teach a boy the great lesson of life under law, that as he conducts 
himself so will he be treated. 

The Indiana boys' school is a farm and an industrial village 
with many industries in progress, with a school, a chapel, a hos- 
pital, printing office and various shops. The buildings in this 
village are heated by steam and lighted by gas and electricity. 
All work on the farm and in the village is carried on by the boys 
themselves under the direction of competent instructors. 

This village has over forty-nine buildings, and with but two 
exceptions the brick with which they were built were made by the 
boys and laid in the walls by them. The total valuation of these 
buildings at present amount to $125,635. 



600 EDUCATION IN INDIANA. 

The officers of the institution consist of the board of trustees, 
appointed by the governor for a term of four years. The present 
board of commissioners are W. C. VanArsdel, Indianapolis, Ind., 
whose term expires March 1, 1905; W. C. Ball, Terre Haute, 
Tnd., and Joseph B. Homan, Danville, Ind., whose terms expire 
March 1, 1907 ; and the remaining officers are superintendent, 
matron, assistant superintendent, clerk, chaplain, physician, as- 
sistant clerk and stenographer. The teaching faculty is composed 
of five teachers who have charge of the school work. In addition 
to the officers and teaching faculty there are thirty-six subordi- 
nate officers in charge of the manual training shops and other de- 
partments. 

The equipment consists of 

Library— 2,500 volumes. Value $500. 

Furniture — Library, schools, 11 family buildings, chapel, old 
administration building, new administration building, hospital, 
boys' dormitory, miscellaneous. Value $10,454.70. 

Apparatus — School books, etc., boilers, engine pumps, laundry, 
printing, light, M, T. machinery, blacksmith shop, gas plant, 
greenhouse, tools, garden, bakery, shoeshop, tailor shop. Value 
$28,980.50 

Personal Property — Cows and hogs, horses and mules, wagons 
and buggies, farm implements, harness. Value $3,321. 

Present enrollment, 592. 

The institution derives its support from the state. The last 
appropriation made for maintenance on an estimated cost of 
$120 per capita, required $G5,000 per annum. 

f. THE INDIANA INDUSTRIAL SCHOOL FOR GIRLS. 

The Indiana Peformatory for Women and Girls was estab- 
lished by an act of the legislature in 1809, and from the beginning 
had what was called the prison side, and the reformatory side. 
In 1899, the girls' department was given a more appropriate 
name, and the title became ''The Indiana Industrial School for 
Girls and Womans Prison." They were placed under one man- 
agement, but in so far as was possible, while both remained under 
the same roof, they are kept separate. Since the school was estab- 
lished, there have been received 1,399 girls. There are now under 



EDUCATION IN INDIANA. 601 

two hundred and fifteen girls. The work done in the industrial 
school is of two kinds. One half of the girls are engaged in 
industrial work, while the other half are doing what is usually 
comprehended under the term school work. These divisions alter- 
nate morning and afternoon, so that both kinds of work are in 
progress at the same time. The school work is very similar to that 
wliich is done in the public schools, from the fourth to the eighth 
grade. In general, the work done in this school is very commend- 
able, and the specimens of composition and penmanship and other 
evidences of what is accomplished, will compare favorably with 
those of like kind from other schools. Wliat may be called 
domestic industries are carefully taught in a number of different 
departments. The girls are taught laundry work in the best man- 
ner. There is a scientific kitchen where a small class is taught 
cooking in the most approved scientific method. Plain cooking 
is taught as well as the situation and appliances will allow. Gen- 
eral housework, including the care of the dormitories and bath- 
rooms, has its place also. The girls are taught to cut and fit 
dresses and other garments by the simplest and most practical 
system. They are taught all kinds of plain sewing, hemstitching, 
crocheting, lace knitting, canning, basketry, bead work, and em- 
broidery. 

The institution is under a board of managers consisting of 
tliree women appointed by the governor for a term of four years, 
who are charged with the general management of affairs. 

Present enrollment, 215. 

The institution is supported by the state by an appropriation 
made by the legislature on a per capita basis. 

g. INDIANA REFORMATORY. 

The purpose of the law establishing the Reformatory is that as 
soon as the present contracts expire provision will be made in this 
institution for a thorough training of each and every inmate in 
the common branches ; also in some trade, industry or handicraft 
and to offer such rewards as will enable the inmate upon his re- 
lease to more surely earn his own support, and make him a more 
self-reliant and self-supporting citizen. For this purpose it is the 
duty of the management to maintain common schools and trade 



602 EDUCATION IN INDIANA. 

schools in said institution and make all needful rules and regula- 
tions for the government of same, and do such other things as are 
necessary to accomplish such results. The present contracts of 
institution will not expire until July, 190G. After that date, 
this institution will be conducted along lines indicated above. 

At the present time all the illiterates that come to this institu- 
tion are given special instruction up to the sixth grade. There 
are now about 150 of those who are most in need of such instruc- 
tion. There are ten trade schools, in which 101 boys are em- 
ployed; in the engineering and electrical department 18; in the 
tailoring department 19 ; in the printing department 8 ; in the 
brickmasons' department 3 ; in the blacksmiths' department 2 ; in 
the carpenters' department Y ; in the painters' department 8 ; in 
the tinners' department 4, and in the baking department 6. In 
each of these departments there is a man who is thoroughly com- 
petent to instruct these boys in the practical workings of the 
trades. Text-books are supplied so that during the hours when 
they have no other work the boys may study the theory of their 
trades. There are three instructors in the institution, which has 
capacity and equipment for 200 pupils daily. It is the purpose 
to give these boys thorough training along these lines, so that when 
they are paroled or released from the institution they can carry 
with them certificates showing that they are able to make certain 
wages in the trade in which they have been instructed. 

The compulsory education law in Indiana needs to be more 
rigidly enforced. Young men are often received in this institution 
between the ages of sixteen and thirty who can neither read nor 
write. This should not be possible in a state where the opportuni- 
ties for an education are as great as they are in Indiana. These 
young men when placed in school here show willingness to learn 
to read and write. The average young man can complete a grade 
in from three to four months. In this institution about 15 per 
cent, of the boys that are admitted can neither read nor write ; 
50 per cent, have never reached higher than the second grade ; 30 
per cent, possibly have reached the third, fourth or fifth grades; 
while but 5 per cent, have ever received high school instruction. 
This alone is an object lesson that there should be compulsory 
education. 



EDUCATION IN INDIANA. 603 

There is nothing that will tend so much to keep yonng men 
from becoming' inmates of institutions of this character as educa- 
tion. Not only should they have education as they find it in the 
text-books, but there should be established wherever possible in 
our schools manual training and classes in agriculture. 

If the people of this state, as well as other states, would spend 
more money in kindergarten schools, and would take the boy and 
girl from the slums and the streets and put them into such schools, 
and follow them on into the public schools, until they bloom into 
manhood and womanhood, the good results would be seen from 
this work in a generation from now by the population of our 
prisons and reformatories diminishing. 

Every teacher should report to the local charity organization, 
or direct to the secretary of the board of state charities, any case 
of neglected childhood coming under the teacher's observation. If 
parents and guardians can not, or will not, insure proper schooling, 
nourishment and protection to the children in their charge, the 
state must see to it that these necessities of life are provided. It 
would be well for the members of the charity organizations, both 
state and county, to be urged to approach all teachers in their 
various districts, insuring that interest in the neglected children 
bo encouraged. 

Reformatories and prisons are only repair shops; hence the 
greatest good that can be accom]ilished by the people of the state 
is by adopting such methods along lines of education as will bring 
about the correct rearing of the child. Then, if the child should 
be so unfortunate as to make a misstep and be committed to a 
reformatory, all methods used in the institution should be along 
lines to build up the boy physically, mentally and morally, and 
not to turn him over to the mercies of the contractor, who under 
his system will naturally tear down the very principles that we 
are seeking to build up. Hence, the need of free school books 
and compulsory education before the child comes to- such an insti- 
tution ; then the need of more schools, more trade schools and 
more teaching along moral lines after the boy is committed to 
such institution. 

The aim of the department of schools in institutions such as the 
Indiana Reformatory is to give every inmate the power to read 



604 EDUCATION IN INDIANA. 

and write and to think and reason for himself. The benefits 
resulting from the work of the schools in an institution of this 
kind are incalculable, reaching far beyond mere progress in a 
text book and affecting the entire future life of the inmate. His 
reasoning faculties are developed and all the powers of his mind 
are disciplined and enlarged, arousing within him an apprecia- 
tion of the value of knowledge. 

The institution is supported by appropriation from the legis- 
lature. 



u 



